2016-2017

Academic Catalogue

CALENDAR

2016 - 2017

2017 - 2018

Block One

September 5 – September 28

Block One

September 4

– September 27

Block Two

October 3 – October 26

Block Two

October 2

– October 25

Block Three

October 31 – November 23

Block Three

October 30

– November 22

Block Four

November 28 – December 21

Block Four

November 27

– December 20

Block Five

January 16 – February 8

Block Five

January 15

– February 7

Block Six

February 13 – March 8

Block Six

February 12

– March 7

Block Seven

March 20 – April 12

Block Seven

March 19

– April 11

Block Eight

April 17 – May 10

Block Eight

April 16

– May 9

Commencement

May 14, 2017

Commencement

May 13, 2018

SPECIAL EVENTS

2016 - 2017

Homecoming/Family Weekend: Friday, October 21 – Sunday, October 23

Thanksgiving Break: Thursday, November 24 - Sunday, November 27

Winter Break: Saturday, December 22 - Sunday, January 15

Spring Break: Thursdays, March 9 - Sunday, March 19

2017 – 2018

Homecoming/Family Weekend: Friday, October 6 – Sunday, October 8

Thanksgiving Break: Thursday, November 23 - Sunday, November 26

Winter Break: Thursday, December 21 - Sunday, January 14

Spring Break: Thursdays, March 8 - Sunday, March 18

Cornell College 2016-17 Academic Catalogue 3

Table of Contents

CALENDAR ................................................................................................................................................. 2

INTRODUCING CORNELL COLLEGE .................................................................................................... 7

Mission ................................................................................................................................................... 7

Core Values ............................................................................................................................................ 7

Educational Priorities at Cornell College ............................................................................................... 8

Accreditation .......................................................................................................................................... 9

National Honor Societies ........................................................................................................................ 9

Associated Colleges of the Midwest (ACM) .......................................................................................... 9

One Course At A Time ......................................................................................................................... 10

Student Status ....................................................................................................................................... 11

Affirmative Action ............................................................................................................................... 11

Notice of Nondiscriminatory Policy ..................................................................................................... 11

Student Consumer Grievance Process .................................................................................................. 11

DEGREE AND PROFESSIONAL PROGRAMS ...................................................................................... 15

General Requirements for Degree Programs ........................................................................................ 15

Bachelor of Arts ................................................................................................................................... 16

Bachelor of Music ................................................................................................................................ 18

Major in Music Performance ................................................................................................................ 19

Major in Music Education (MUE) ...................................................................................................... 19

Bachelor of Special Studies .................................................................................................................. 19

Professional Programs .......................................................................................................................... 22

Degree Programs in Combination with Professional Schools .............................................................. 22

Preparation for a Career in a Professional Field ................................................................................... 24

ACADEMIC INFORMATION .................................................................................................................. 30

Absences ............................................................................................................................................... 30

Academic Honesty ...............................................................................................................................

Confidentiality of Student Records ...................................................................................................... 32

Students with Disabilities ..................................................................................................................... 32

Academic Advisor ................................................................................................................................ 33

Registration .......................................................................................................................................... 34

Adjunct Courses ................................................................................................................................... 35

Auditing Courses .................................................................................................................................. 36

Repeating Courses ................................................................................................................................ 36

Two Course Credits in One Block ........................................................................................................ 37

Adding and Dropping Courses ............................................................................................................. 37

Reduced Programs ................................................................................................................................ 39

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Satisfactory Academic Progress (SAP) Policy ..................................................................................... 40

Veterans Administration ....................................................................................................................... 42

Declaration of Degree Candidacy, Majors, and Minors ....................................................................... 42

Assessment of Student Experiences ..................................................................................................... 44

Student Classification and Class Rank ................................................................................................. 44

Credit by Transfer ................................................................................................................................ 45

Institutions and Transcripts .................................................................................................................. 45

Credits .................................................................................................................................................. 45

Grades ................................................................................................................................................... 45

Courses ................................................................................................................................................. 46

Post-Matriculation Transfer Credits ..................................................................................................... 46

Exemption, Advanced Placement, and Credit by Examination ............................................................ 46

Grades ................................................................................................................................................... 48

The Dean's List ..................................................................................................................................... 50

Graduation ............................................................................................................................................ 50

Participating in Commencement as a Non-Graduate ........................................................................... 51

Honors .................................................................................................................................................. 51

Graduation Rate .................................................................................................................................... 52

Transcripts and Verification of Enrollment .......................................................................................... 52

Academic Review: Warning, Probation, and Suspension .................................................................... 52

Warning ................................................................................................................................................ 53

Probation .............................................................................................................................................. 53

Suspension and Probationary Suspension ............................................................................................ 53

Dismissal .............................................................................................................................................. 54

Leave of Absence ................................................................................................................................. 57

Withdrawal from the College ...............................................................................................................

Readmission ......................................................................................................................................... 58

COURSES OF INSTRUCTION ................................................................................................................. 59

Archaeology (ARC) ............................................................................................................................. 61

Art and Art History (ART) ................................................................................................................... 62

Biochemistry and Molecular Biology (BMB) ...................................................................................... 69

Biology (BIO) ....................................................................................................................................... 70

Chemistry (CHE) .................................................................................................................................. 75

Civic Engagement Minor (CIV) ........................................................................................................... 78

Classical and Modern Languages ......................................................................................................... 79

Classics (CLA). .................................................................................................................................... 80

Greek (GRE) ......................................................................................................................................... 82

Latin (LAT). ......................................................................................................................................... 83

French (FRE). ....................................................................................................................................... 84

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German Studies (GER) ......................................................................................................................... 88

Japanese (JPN) ..................................................................................................................................... 91

Russian (RUS). ..................................................................................................................................... 91

Spanish (SPA) ...................................................................................................................................... 93

Language and Linguistics (LAL) ......................................................................................................... 97

English as a Second Language (ESL) .................................................................................................. 97

Classical Studies (CLS) ........................................................................................................................ 98

Computer Science (CSC) ..................................................................................................................... 98

Economics and Business (ECB) ......................................................................................................... 102

Education (EDU) ................................................................................................................................ 109

English and Creative Writing (ENG) ................................................................................................. 117

Environmental Studies (ENV) ............................................................................................................ 126

Ethnic Studies (EST) .......................................................................................................................... 129

French (FRE) ...................................................................................................................................... 130

Gender, Sexuality, and Women's Studies (GSS) ................................................................................ 130

Geology (GEO) .................................................................................................................................. 133

German (GER) ................................................................................................................................... 137

History (HIS) ...................................................................................................................................... 137

Interdepartmental Courses (INT) ....................................................................................................... 143

International Relations (IRE) ............................................................................................................. 145

Kinesiology (KIN) .............................................................................................................................. 146

Latin American Studies (LAS) ........................................................................................................... 151

Mathematics (MAT) and Statistics (STA) ......................................................................................... 153

Medieval and Early Modern Studies (MEM) ..................................................................................... 157

Music (MUS) ...................................................................................................................................... 158

Philosophy (PHI) ................................................................................................................................

167

Physics (PHY) and Engineering Sciences (EGR) .............................................................................. 170

Politics (POL) ..................................................................................................................................... 175

Psychology (PSY) .............................................................................................................................. 181

Religion (REL) ................................................................................................................................... 189

Russian Studies (RSS). ....................................................................................................................... 192

Sociology (SOC) .............................................................................................................................. 193

Anthropology (ANT) . ....................................................................................................................... 199

Sociology and Anthropology (SAN) . ............................................................................................... 203

Theatre (THE) ................................................................................................................................... 203

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Topics Courses ................................................................................................................................... 209

ADDITIONAL ACADEMIC PROGRAMS ............................................................................................ 224

All-College Independent Study Courses ............................................................................................ 224

Summer Study .................................................................................................................................... 226

Off-Campus Programs ........................................................................................................................ 227

Cornell Off-Campus Courses ............................................................................................................. 227

Off-Campus Study through Outside Provider .................................................................................... 229

Programs Pre-Approved for Funding ................................................................................................. 230

Other Off-Campus Study/Academic Leave of Absence ..................................................................... 231

Exchange Programs ............................................................................................................................ 232

Cornell-Approved International Off-Campus Programs .................................................................... 232

CEA Affiliation .................................................................................................................................. 233

School for International Training Programs ....................................................................................... 233

Foreign Language Abroad Program ................................................................................................... 234

Cornell-Approved Domestic Off-Campus Programs ......................................................................... 234

Additional College Information ................................................................................................................ 237

College Personnel ............................................................................................................................... 237

Members of the Faculty ...................................................................................................................... 238

Emeriti Faculty ................................................................................................................................... 246

Cornell College 2016-17 Academic Catalogue 7

INTRODUCING CORNELL COLLEGE

Cornell College Mission Statement

Mission

Cornell College offers an innovative and rigorous learning community where faculty and

staff collaborate with students to develop the intellectual curiosity, creativity, and moral

courage necessary for a lifetime of learning and engaged citizenship.

Core Values

• A liberal education that celebrates discovery and embraces the integration and

application of knowledge

• Intellectual, moral, and personal growth

• Civic and social responsibility

• The dignity and worth of each individual in a diverse community

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Educational Priorities at Cornell College

The Mission and Core Values guide learning at Cornell College. The College recognizes that

meaningful education occurs in multiple formats and venues, and encompasses a wide variety of

disciplines and learning objectives. As an intentional learning community, the College has

chosen to emphasize the following Educational Priorities and Outcomes for all students. In

order to achieve these Outcomes, the Educational Priorities are embedded in curricular, co-

curricular, independent, and collaborative contexts across the campus. Faculty and staff provide

opportunities for learning in a supportive environment where students ultimately take

responsibility for their own education.

Educational Priorities

Students will…

Knowledge

integrate and apply knowledge from a focused area of study as

well as a broad general education which includes disciplinary

and interdisciplinary perspectives in the arts, humanities,

sciences, and social

sciences.

Inquiry

respond to

the complexities of contemporary and enduring

problems using information literacy tools, research skills,

creative thinking, and analysis.

Reasoning

evaluate evidence; interpret data; and use logical,

mathematical, and statistical problem

-solving tools.

Communication

speak and write clearly, listen and read actively, and engage

with others in productive dialogue.

Intercultural Literacy

connect with diverse ideas and with people whose experie

nces

differ from their own and that may be separated from them by

time, space, or culture.

Ethical Behavior

recognize personal, academic, and professional standards and

act with integrity.

Citizenship

collaborate with others and contribute

in their communities

and the larger world.

Vocation

discover and prepare for the range of opportunities and

challenges that await them beyond their college experience.

Well-Being

respect the ways physical, emotional, spiritual, and intellectual

well

-being may contribute to a balanced life.

Cornell College 2016-17 Academic Catalogue 9

Effective Catalogue

[Note: This Catalogue is accurate as of August 1, 2016.]

The Cornell College Catalogue is published every year. The information contained herein was

accurate at the time of publication; however, circumstances may necessitate the College's

withdrawing an advertised course, changing the content of a course, or substituting instructors.

The College reserves the right to limit the enrollment of any course and to cancel a course for

which fewer than six students have registered or for which no instructor is available.

Between editions, the College may change or revise the programs, rules, and procedures

described in this Catalogue. Students are subject to the regulations and requirements in the

Catalogue and its supplements in effect at the time they begin their first course at Cornell. A

Cornell student who leaves and is later readmitted returns under the Catalogue in effect at the

time of readmission.

If, after a student has begun her or his Cornell career, one or more of the degree requirements

are changed, the student may choose to be graduated under either the original or the revised

requirements, unless specific faculty legislation dictates otherwise. Exceptions may be granted

for compelling reasons by the Academic Standing Committee or by the administrator concerned.

For the application of this "grandparent" principle to a student's major, see Declaration of

Degree Candidacy, Majors and Minors.

The offerings for each academic year are announced the previous winter in the Course Schedule,

which is then updated as often as is necessary.

Accreditation

Cornell College is accredited by the Higher Learning Commission of the

North Central Association of Colleges and Secondary Schools, the Iowa

State Department of Education, the American Chemical Society, and the

University Senate of the United Methodist Church. Cornell is a member of

the College Entrance Examination Board.

National Honor Societies

BETA BETA BETA (Biology), DELTA PHI ALPHA (German), LAMBDA ALPHA (Anthropology),

MORTAR BOARD (Service, Scholarship, and Leadership), OMICRON DELTA EPSILON

(Economics), PHI ALPHA DELTA (Pre-Law), PHI BETA KAPPA (Academic Achievement), PHI

SIGMA TAU (Philosophy), PI DELTA PHI (French), PI KAPPA LAMBDA (Music), PI SIGMA

ALPHA (Political Science), PSI CHI (Psychology), SIGMA DELTA PI (Spanish), SIGMA

GAMMA EPSILON (Geology).

Associated Colleges of the Midwest (ACM)

Cornell and 13 other liberal arts colleges located in Iowa, Colorado, Illinois, Minnesota, and

Wisconsin compose the membership of the Associated Colleges of the Midwest

. The purpose of

the Associated Colleges is to increase educational effectiveness and operating efficiency and to

Cornell College 2016-17 Academic Catalogue 10

extend the areas of cooperation of the constituent colleges through off-campus programs (see

"Off-Campus Programs"). Members are Beloit, Carleton, Coe, Colorado College, Cornell,

Grinnell, Knox, Lake Forest, Lawrence, Luther, Macalester, Monmouth, Ripon, and St. Olaf.

One Course At A Time

The quality and intensity of a Cornell education is supported by the OCAAT calendar, where

students take one course at a time. A general overview of Cornell's One Course At A Time

program follows, with greater details provided in the Academic Information chapter.

1. The academic year, approximately September 1 to mid-May, is divided into eight Blocks,

each of which is three-and-one-half weeks (18 class days) in length. Each Block begins at

9:00 a.m. on the first Monday and concludes at 5:00 p.m. on the fourth Wednesday with the

exception of Block Four, which may be adjusted due to Thanksgiving Break and/or Winter

Break. A four-day break separates each Block, unless there is a winter or spring break. (See

the calendar for exact dates.)

2. Readmitted students may enroll at the start of any of the eight Blocks but should apply at

least one month before–and earlier if they desire financial aid or on-campus housing. (See

Readmission.)

3. Enrolled students register in the spring for all eight Blocks of the following academic year.

After registration, students may drop and add courses throughout the year. (See

Registration and Adding and Dropping Courses.)

4. Cornell offers three degree programs: Bachelor of Arts (B.A.), Bachelor of Music (B.Mus.),

and Bachelor of Special Studies (B.S.S.), each of which requires a minimum of 31 course

credits. (See Degree Programs.)

5. Progress toward any of Cornell's degrees is measured in Blocks or course credits. One course

credit is given for the successful completion of a Cornell course taken in a Block. Course

credits include Block credits and credits from adjunct courses, music lessons and ensembles,

advanced placement, and transferred work. As a unit of credit, one Cornell Block or "full

course" credit is the equivalent of four semester or six quarter hours. (See Student

Classification and Credit by Transfer.)

6. Full-time students register for eight Blocks in the academic year. Except for seniors, students

may not take vacation Blocks in an academic year without permission of the Academic

Standing Committee. (See Registration.) This paragraph does not apply to Continuing

Education students.

7. The maximum amount of credit that a student may earn in one Block is one "full course"

credit. Conversely, students, with the exception of seniors and candidates for the degree of

Bachelor of Music, are not permitted to enroll for less than a "full course" credit per Block.

Some departments offer concurrent courses, each of which is worth one-half course credit.

Concurrent courses must, therefore, be taken in pairs and within the same department or in

a related field. Exceptions must be approved by the Academic Standing Committee.

8. Students have many opportunities for independent research on or off campus, for

internships, and for study in other countries or in other parts of the United States. Such

programs vary in length from one Block to one year, and some may be arranged for the

summer. (See Registration, and item 10 therein; and also Independent Study Courses and

Off-Campus Programs.)

Cornell College 2016-17 Academic Catalogue 11

9. Adjunct courses (numbered in the 500s) and music lessons, ensembles, and theatre

participation courses (numbered in the 700s) may be taken along with principal courses.

(See Adjunct Courses.)

10. Students declare their choice of degree program and major(s) before December 1 of their

sophomore year. Students may major in one or more departments or design their own

individualized majors. (See Degree Candidacy, Majors and Minors, and Bachelor of Special

Studies.)

11. Unless otherwise noted, Continuing Education students are subject to the academic rules

listed above; however, there are special exceptions that apply to them. (See Continuing

Education.)

Student Status

A person becomes an enrolled student at Cornell College when s/he moves into college housing,

begins college-sponsored activities or on the first day of a course for which s/he is registered,

whichever occurs first. A person ceases to be a student on the last day of the last course for

which s/he is registered, ends involvement with college-sponsored activities or when s/he moves

out of campus housing, whichever occurs later.

Affirmative Action

Cornell College is an affirmative action/equal opportunity employer and is committed to an

Affirmative Action Program. In compliance with federal and state laws, Cornell College affirms

the right of its students, faculty, and staff to live, work, and study in an environment free from

discrimination or harassment on the basis of age, color, disability, gender identity, national

origin, race, religion, creed, sex, sexual orientation, genetic information, pregnancy, or any other

characteristic protected by state, federal, or local law. Neither may applicants for employment

nor enrollment be discriminated against based on the above characteristics.

Notice of Nondiscriminatory Policy

Cornell admits qualified persons - without regard to age, ancestry, color, disability, sex, gender

identity, national origin, race, religion, sexual orientation, or genetic information - to all the

rights, privileges, programs, and activities generally accorded or made available to students at

Cornell. The College does not discriminate in the administration of its educational or admissions

policies, scholarships and loan programs, and athletic and other school-administered programs.

Student Consumer Grievance Process

Beginning July 1, 2011, the U.S. Department of Education regulations to improve the integrity of

programs authorized under Title IV of the Higher Education Act (HEA) as amended (the

“Program Integrity Rule”) took effect. The Program Integrity Rule requires, among other things,

that each college or university authorized to offer postsecondary education in one or more states

ensure access to a complaint (grievance) process that will permit student consumers to address

the following:

1. Alleged violations of state consumer protection laws that include, but are not limited to,

fraud and false advertising;

2. Alleged violations of state laws or rules relating to the licensure of postsecondary

institutions; and

Cornell College 2016-17 Academic Catalogue 12

3. Complaints regarding the quality of education or other State or accreditation

requirements.

Cornell College, as an institution authorized to provide postsecondary education

in the State of Iowa, is committed to full compliance with the Program Integrity

Rule. The College is accredited by the Higher Learning Commission of the North Central

Association of Colleges and Secondary Schools. Information about the College’s

accreditation can be found at the HLC website

Cornell College seeks to resolve all student concerns in a timely and effective manner. Students

have the right to file a grievance against Cornell College. Students may file a grievance up to 120

calendar days from the date of the incident. Students may not file anonymously.

A grievance alleges that the College or one of its agents has violated institutional policies,

accreditor policies, federal or state laws, or any other agreements joined by Cornell College.

Grounds for a grievance include failures in the provision of a program of study or related

academic or administrative service, or institutional policies that negatively affect the quality of a

student’s learning opportunities. Grievances fall outside of standard College processes (e.g.,

grade dispute process, conduct appeals, etc.), as outlined in the

Cornell College Academic

Catalogue, The Compass, the Faculty Handbook, or the Employee Handbook, and require that

students have already first exhausted established Cornell College processes and mechanisms to

address their concern.

Grievance Resolution Process

Any student who believes they have been subject to unjust actions or denied of their

rights is expected to make a reasonable effort to resolve the matter before seeking formal

resolution. The student should request a meeting with the parties directly involved,

describing the nature of the grievance and a desirable resolution. Both parties are

encouraged to try to find a reasonable and satisfactory resolution.

The following offices and resources at Cornell College are available to current and

prospective students for the resolving of grievances. These offices provide specific

administrative means to address and resolve most, if not all, of the questions and

concerns students may have.

• Registrar’s Office (academic concerns): Becki Elkins, belkins@cornellcollege.edu

319-895-4372

• Dean of Students (student affairs concerns): Gwen Schimek,

gschimek@cornellcollege.edu

, 319-895-4234

• Controller (financial/billing concerns): Maria Beamer,

mbeamer@cornellcollege.edu

, 319-895-4242

• Admissions (enrollment concerns): Sharon Grice, sgrice@cornellcollege.edu, 319-

895-4215

If the parties involved in the grievance are unable to find a satisfactory resolution and

further action is deemed appropriate, students must follow the procedures outlined in

the following process:

Cornell College 2016-17 Academic Catalogue 13

1. Students wishing to file a grievance against Cornell College may do so by completing

the online Student Grievance Form. Students can also file a grievance by speaking

with one of the following, designated personnel and completing a Student Grievance

Form:

• Academic concerns: Registrar

• Student Affairs concerns: Dean of Students

• Financial/billing concerns: Controller

• Enrollment/Financial Aid concerns: Director of Admission Operations

Students’ confidentiality will be protected within reason, but officials of the College

may require access to students’ educational records in order to fully investigate the

grievance. Students who are initiating a grievance against Cornell College must

authorize release of information necessary to investigate the grievance.

2. The student will receive, within 5 business days, a written response from the

designated personnel relevant to their grievance, including a determination of

whether the issue/incident constitutes a grievance according to Cornell College’s

policy and definition. If the issue/incident submitted does not constitute a grievance

according to Cornell College’s policy and definition, the student will be informed in

writing, and the College process will be considered concluded.

3. If the issue/incident submitted constitutes a grievance, according to Cornell College’s

policy and definition, the designated personnel will meet with the student and any

other relevant parties to discuss the issue/incident which led to the filing of the

grievance. Any meetings pertaining to the investigation of the grievance will be

conducted as quickly as possible and generally will be concluded within 10 business

days of the determination of a grievance.

4. The designated personnel, in consultation with the appropriate Vice President(s),

will identify (an) appropriate resolution(s), generally within 10 business days of the

close of the investigation. The designated personnel will inform the student in

writing of the resolution(s). Decisions regarding resolutions are not subject to

internal appeal.

5. The entire process will generally be concluded within 30 business days of the initial

receipt of the grievance.

6. Students have the right to obtain legal counsel.

Grievances Addressed to External Agencies

If a student believes that the College’s administrative procedures outlined above have not

adequately addressed concerns identified under the Program Integrity Rule, they may

pursue an external process. Students may file a grievance against the College with

relevant state and federal agencies including, but not limited to, the Higher Learning

Commission, the Iowa College Student Aid Commission, the Iowa Attorney General, and

the Office of Civil Rights. Please note that many agencies require students to first

exhaust their college’s grievance procedures before filing a grievance with the agency.

We recommend that students refer to the individual agency’s policies to familiarize

themselves with relevant requirements including filing deadlines and whether they must

first pursue the College’s grievance process.

The available agencies are listed on the following page.

Cornell College 2016-17 Academic Catalogue 14

Higher Learning Commission

(HLC)

230 South LaSalle Street, Suite 7-

500

Chicago, Illinois 60604-1411

Phone: (312) 263.0456

Toll Free: (800) 621.7440

Fax: (312) 263.7462

The HLC of the North Central Association of Colleges and

Schools is an independent body responsible for the

accreditation of programs offered by Cornell College.

Each year, the Commission receives a number of

grievances about institutions from faculty, students, and

other parties. The Commission has established a clear

distinction between individual grievances and grievances

that appear to involve broad institutional practices.

Where a grievance does raise issues regarding the

institution’s ongoing ability to meet the Criteria of

Accreditation, the Commission forwards the grievance to

the institution and requests a formal response.

Grievances may be filed with the Commission at the

above link.

Iowa Department of Justice

Office of the Attorney General

Consumer Protection Division

Hoover State Office Building

1305 E. Walnut Street

Des Moines, Iowa 50319-0106

Phone: (515) 281-5926

Toll Free: 888-777-4590

Email: consumer@iowa.gov

The State of Iowa protects its citizens against consumer

fraud. You may file a written grievance online or

download the file, print it, complete it and mail to the

Attorney General’s Consumer Protection Division.

Iowa College Student Aid

Commission

430 East Grand Ave, FL 3

Des Moines, IA 50309-1920

Phone: (515) 725-3400

Toll-Free: (877) 272-4456

(Information Service Center)

Fax: (515) 725-3401

Iowa College Aid accepts concerns and grievances from

any student attending an Iowa school, regardless of the

student's state of residency, and from an Iowa resident

attending any school, regardless of its location. Iowa

College Aid will review submitted forms and determine

the appropriate course of action. Actions may include, but

are not limited to: contacting the constituent, contacting

the institution in question and/or referral to another

agency. In all cases, the constituent will receive written

response to his or her request and the request from will be

retained for Iowa College Aid's records.

United States Department of

Education

Office for Civil Rights

Regional Office #5 Office

500 West Madison St., Ste. 1475

Chicago, IL 60661

Phone: 312-730-1560

Anyone who believes that an education institution that

receives federal financial assistance has discriminated

against someone on the basis of race, color, national

origin, sex, disability or age, may file a grievance.

Students may also file a grievance with their home state, or the state in which they are

participating in a Cornell College program. A list of links to state processes can be found

in this linked document

Non-Retaliation Statement

Retaliation, or attempts to retaliate, against any individual who files a complaint or

grievance is strictly prohibited.

Cornell College 2016-17 Academic Catalogue 15

DEGREE AND PROFESSIONAL PROGRAMS

General Requirements for Degree Programs

The College encourages the creative structuring of a student's educational experiences by

offering a choice of three degree programs within the framework of a liberal education. These

programs, of equal validity and in accord with the aims of the College, are intended to

accommodate each student's abilities, interests, and needs. Programs range from a traditional

curriculum of course requirements, designed to ensure both breadth and depth, to a non-

traditional combination of courses, independent studies, and internships that meet specific

goals. For the Bachelor of Arts and Bachelor of Music degrees, the goals have been set by the

Faculty. The Bachelor of Special Studies permits the student to define her or his own

educational objectives and to select the methods best suited to achieving them. To be eligible to

receive any one of the three degrees described below, students must:

1. be admitted to degree candidacy by the Dean of Admission. All students are admitted to

Cornell as candidates for the degree of Bachelor of Arts and remain B.A. candidates,

regardless of their intention, until they have filed for and been officially granted admission

to another degree program.

2. file an application for graduation no later than October 1 of their senior year for graduation

at the end of Block Four, Block Eight, or August of that academic year and have a conference

with the Registrar. By filing this application for graduation, students formally declare their

desire to be graduated during that academic year and register how they wish their name to

appear on their diploma. Once the student has applied for graduation, an official audit of all

credits earned and in progress will be conducted by the Registrar. The Registrar will inform

the student and her or his academic advisor(s) of the requirements to be completed. No

further check is made by the Registrar until after the start of the student's last Block at

Cornell. The student, therefore, is responsible for fulfilling the conditions stated on the audit

and for consulting the Registrar before changing any of the courses for which he or she was

registered at the time the audit was done. Students who will be off campus during all or part

of their senior year must reconfirm their status and credits with the Registrar at least one

month before Commencement.

3. complete all the requirements for their degree program prior to Commencement, and settle

their financial obligations to the College before the Monday preceding Commencement.

Even though a student may complete the required work immediately following

Commencement or during the succeeding summer, her or his degree will not be conferred

nor a diploma awarded retroactively.

4. earn, at the very least, eight of their final 10 course credits in Blocks taken on the Cornell

College campus from Cornell College faculty members unless granted permission by the

Academic Standing Committee to participate in (1) a Combined Degrees Program, (2) an off-

campus program approved by Cornell, or (3) an off-campus independent study supervised

by a Cornell faculty member. Students who are admitted or readmitted with senior standing

(23 or more course credits) must complete at least eight course credits at Cornell. If they

intend to be graduated in fewer than 10 Blocks, at least six of the eight course credits must

be earned in courses numbered in the 300s or 400s, exclusive of all such courses in English

as a Second Language. (See also Credit by Transfer)

Cornell College 2016-17 Academic Catalogue 16

5. be recommended by formal vote of the Faculty and approved by the Board of Trustees on the

basis of their satisfactory academic achievement and good campus citizenship, in accordance

with the bylaws of the college.

Although it is possible for a student to satisfy the requirements for more than one degree

program, the College will not grant two degrees for programs taken concurrently. A graduate

who returns and completes a minimum of eight course credits beyond whatever number was

accumulated for the first baccalaureate may qualify for a different Cornell degree. For

information on completing an additional major or minor after graduation, see Declaration of

Degree Candidacy.

Bachelor of Arts

Cornell College is committed to sustaining a community devoted to liberal learning and

democratic values. The Bachelor of Arts degree encourages Cornell students to explore liberal

learning as it is practiced in different disciplines. The specific degree requirements follow a

traditional, structured program, designed and approved by the faculty. The degree is best suited

for students who want a broad education, or for those students who have not yet decided on a

specific educational path. For this reason, all students are placed in the B.A. program when they

enter Cornell until they choose another degree program. Also, the B.A. insists that the student

not over-specialize in any one field by requiring that the student complete at least 17 courses

outside of any one specific department.

Bachelor of Arts Requirements for Candidates who will graduate in

2017 or later. (For graduates prior to 2017 please see previous years’

catalogue.)

Overview:

1. Introduction to college-level expectations and the disciplines:

a. A First-year Program that introduces students to college-level

expectations. These courses may focus on a specific discipline, but their

primary purpose is to introduce students to the kinds of questions and

methods they will encounter, and to the skills they will develop, in the next

four years. Both a writing and a First Year Seminar course must be taken in

the first year. These courses do not count toward the distribution

requirements.

b. Distribution requirements that introduce students to the methods and

practices of the arts, natural sciences, social sciences, mathematics,

humanities, and language study. One or two courses cannot give students a

deep appreciation and understanding of any one subject; the college expects

students to use these courses as an opportunity to explore different

disciplines and to develop an understanding of the different approaches to

problem solving and different methods of understanding ourselves and our

world. These courses may count toward major requirements.

2. Study in depth, including at least one major field of study.

The specific degree requirements are:

1. A minimum of 31 course credits. No more than two 100-level courses may be taken in

the senior year without the permission of the Academic Standing Committee. No

Cornell College 2016-17 Academic Catalogue 17

more than four All-College Independent Study course credits (280/380, 289/389,

290/390, 297/397, 299/399) may be counted toward satisfying the minimum credit

requirement for this degree. No more than two full credits in 500-level adjunct

courses may be counted toward satisfying the minimum 31 credits.

2. Of the minimum 31 course credits, at least 17 must be outside of any single

department. Students who exceed 14 credits in one department will be required to

take more than 31 credits to complete their degree in order to have at least 17 credits

outside that department. In the calculation of departmental credits, the following

disciplines, listed for administrative purposes as divisions of single departments, are

reckoned as separate departments: Anthropology, Classics, Communications Studies,

English as a Second Language, Arabic, French, German, Greek, Japanese, Language

and Linguistics, Latin, Russian, Sociology, Spanish, and Theatre.

3. A cumulative grade point average of 2.0 or higher.

4. At least one departmental, interdisciplinary, or individualized major.

5. First-year Program

a. FIRST-YEAR SEMINAR: Enrollment in any course with an "FYS" designation

on the Course Schedule, during the first Block of the first year. Specific goals

for these courses can be found here: http://www.cornellcollege.edu/first-

year-program/first-year-seminar/index.shtml

b. FIRST-YEAR WRITING COURSE: Any course with a "W" designation on the

Course Schedule, taken in the first year. Specific goals for these courses can

be found here:

http://www.cornellcollege.edu/first-year-program/first-year-

writing/learning-outcomes.shtml

6. Distribution Requirements: The following general education requirements: [Courses

in this Catalogue that satisfy, wholly or partially, general education requirements are

identified by a parenthesis near the end of the course description, e.g., (Humanities)

or (Social Science). Courses not so marked do not meet these requirements even

though there may be other courses in the same department that do.]

a. FINE ARTS: One course (or the equivalent in half or quarter credits) chosen

from the disciplines of Art, English, Music, Dance, and Theatre.

b. HUMANITIES: Two courses chosen from two of the following disciplines:

English, Foreign Language, History, Philosophy, Religion, Art History, Music,

Theatre, or Education.

c. SOCIAL SCIENCE: One chosen from one of the following disciplines:

Anthropology, Economics and Business, Education, Kinesiology, Politics,

Psychology, or Sociology.

d. NATURAL SCIENCE: One course marked L or N chosen from one of the

following departments: Biology, Chemistry, Computer Science,

Environmental Studies, Geology, Kinesiology, or Physics.

e. MATHEMATICS: One course chosen from the disciplines of Mathematics,

Statistics, or Computer Science.

f. FOREIGN LANGUAGE: Credit for one of the following: (1) French, German,

Greek, Japanese, Latin, Russian, or Spanish 103; (2) one course above 103 in

the target language if students test above 103 through an examination

administered online prior to New Student Orientation; international students

whose native language is other than English satisfy this requirement through

completion of or exemption from the English as a Second Language program.

Cornell College 2016-17 Academic Catalogue 18

Bachelor of Music

Cornell offers two majors leading to the degree of Bachelor of Music: a major in Performance

and a major in Music Education. The first is designed to emphasize the study of music

performance within the framework of the liberal arts and is the first step in the extensive

professional preparation in performance that leads to a concert career or to teaching applied

music in a college, university, conservatory, or private studio. The second generally leads to the

profession of pre-collegiate school music teaching. For students interested in fields such as

music therapy, music ministry, or community music, a major in Music Education is strongly

recommended by some graduate schools and required by others. Students interested in

pursuing a Bachelor of Arts in Music will find these requirements listed under “Music,” in the

Courses of Study.

General Requirements for the Bachelor of Music Degree

1. A minimum of 31 course credits. No more than two 100-level courses may be taken in

the senior year without the permission of the Academic Standing Committee. No

more than four All-College Independent Study course credits (280/380, 289/389,

290/390, 297/397, 299/399) may be counted toward satisfying the minimum credit

requirement for this degree. No more than two full credit in 500-level adjunct

courses may be counted toward satisfying the minimum 31 credits.

2. A cumulative grade point average of 2.0 or higher.

3. A minimum of 10 courses from outside the music department, to include a writing-

designated course (W) and three humanities courses (not counting the W course)

from at least two of the following groupings: (1) English and Foreign Language; (2)

History; (3) Philosophy; (4) Religion; (5) Art or Theatre; and (6) Education.

4. Music Theory: MUS 110, 210, 310, and 343.

5. Music History: MUS 321, 322, and 323.

6. One elective course credit in music history or theory, selected from MUS 213-275,

315, or 348-366 or 370.

7. Receive a passing grade (P) in MUS 701 for a minimum of five semesters (see "Music

Performance Seminar").

8. A grade of "Pass" on all parts of the Piano Proficiency Requirement. All majors are

required to pass the Piano Proficiency Requirement by the end of the sophomore

year. Music Education majors must pass the Piano Proficiency Requirement before

application for Student Teaching placement.

9. A grade of “Pass” on all parts of the Aural Skills Proficiency Requirement (four

levels).

10. At least one music ensemble each semester for eight semesters, as arranged by the

student, the faculty advisor, and the ensemble conductor (see "Ensemble

Participation").

11. Completion of a senior capstone experience. There are three categories from which to

choose: recital (MUS 798 or 799); student teaching; and paper/project (MUS 485).

Students may choose more than one of these options. Students who plan to complete

MUS 485 as their capstone must submit a description of the proposed project for

departmental approval by October 1 of their senior year.

Cornell College 2016-17 Academic Catalogue 19

One of the following majors:

Major in Music Performance - Students who intend to major in Performance

must audition before the Department of Music by the second semester of their

sophomore year.

a. Four course credits in a primary performance medium, either voice or a keyboard,

string, percussion, or wind instrument.

b. One course credit in piano, or another secondary performance medium selected in

consultation with the department.

c. MUS 302 or 304; and 306; 207 and 308 for voice majors; 303 for organ majors; or

307 for piano majors.

d. MUS798 (junior year) and 799 (senior year).

e. ARA, FRE, GER, GRE, JPN, LAT, RUS, SPA 205 or equivalent.

Major in Music Education (MUE) –

a. Three course credits in a primary performance medium, either voice or a keyboard,

string, percussion, or wind instrument.

b. One-and-one-half course credits in secondary performance media, to include MUS

703, 704, 705, 706, and 708 or 774. The remaining 1/4 credit may be fulfilled by

repeating one of these courses, or (with the approval of the department) by

taking MUS 761.

c. The following courses, according to emphasis within the major:

i. General Music Education: MUS 207 and 308.

ii. Instrumental Music Education: at least one semester of MUS 712.

iii. Vocal Music Education: MUS 207 and 308.

d. MUS 306, 331, and 431.

e. In addition to the foregoing requirements, prospective teachers must also apply for

admission to the Teacher Education Program (preferably at the start of their

sophomore year) and complete coursework for elementary certification and /or

secondary certification as described under Education. Prospective teachers should

request a current list of the specific course requirements from the Education Office.

Bachelor of Special Studies

The Bachelor of Special Studies degree offers Cornell students the opportunity to design their

own liberal arts degree program in order to meet their particular educational goals. This

opportunity permits students to combine courses in an individualized fashion and to broaden or

deepen their studies beyond the traditional framework of the Bachelor of Arts. Accordingly, the

B.S.S. has no general education requirements and no restrictions as to either the number of

courses that may be taken in any one department or the level of such courses, or even that a

student complete traditional course work. Moreover, while students pursuing a B.S.S. degree

may complete one or more departmental, interdisciplinary, or individualized majors, they are

not required to complete an academic major.

The particular requirements for the Bachelor of Special Studies degree are:

• complete a minimum of 31 course credits;

• achieve a cumulative grade point average of 2.0 or higher;

Cornell College 2016-17 Academic Catalogue 20

• file for candidacy by submitting the Prospectus at any time after October 1 of the sophomore

year; and

• complete a minimum of 12 course credits after the Prospectus is approved. (Transfer

students admitted with senior standing must complete a minimum of six course credits.)

The Bachelor of Special Studies degree is defined by the Prospectus, a detailed plan outlining the

student's B.S.S. degree program. The Prospectus incorporates a narrative description of the

program and a chronology of courses that will be taken by the student to fulfill the goals

outlined in the narrative description. The Prospectus is to be written by the student, reviewed

and signed by a faculty committee composed of a primary advisor and two readers, and filed

with the Registrar, who verifies that it is complete and that it meets current academic

regulations as set forth by the Faculty. The signed Prospectus is considered an agreement

between the student and the College.

Course changes that involve substitution of courses accomplishing the same goals as courses

originally projected require only an add/drop form. However, significant deviations from the

program outlined in the Prospectus must be justified in a letter to the Registrar written by the

student and approved by the student's B.S.S. faculty committee before the student may change

the agreement. Significant deviations would include:

• a shift in emphasis or direction of the program of study;

• the addition or deletion of a major or minor;

• a decrease in the ratio of upper-level to lower-level courses; or

• the substitution of three or more independent studies or internships for scheduled courses.

If you have questions concerning the Bachelor of Special Studies degree, please contact the

Registrar or your academic advisor.

Instructions and General Information for Students Contemplating

the Bachelor of Special Studies

1. Obtain a copy of the guidelines for the Narrative and the Chronology at the end of

your first or the beginning of your second year (available in the Registrar's Office and

on the web site at http://www.cornellcollege.edu/registrar)

2. Discuss your proposed B.S.S. program with your advisor or one or more members of

the faculty.

3. Choose a committee of three faculty members including a primary advisor who will

help you create your B.S.S. program and two faculty readers who, along with your

primary advisor, will review and sign your Prospectus. The primary advisor and

faculty readers must either be members of the full-time teaching faculty or part-time

members who have been selected by the Department or Program to advise B.S.S.

students. Some departments may choose certain members to advise all of their B.S.S.

students. If you declare one or more majors, your primary advisor must be a member

of a department in which you will have a major.

4. In conjunction with your primary advisor, begin planning your B.S.S. program prior

to registering for your junior year. Write a 500-1,000 word Narrative and complete

the Chronology. Rewrite until your primary advisor gives initial approval to your

Prospectus.

5. Circulate your Prospectus to two faculty readers and schedule a group meeting with

your primary advisor and your two faculty readers. After this review, your faculty

Cornell College 2016-17 Academic Catalogue 21

committee may either approve and sign your Prospectus, or suggest revisions to

strengthen it. If revisions are suggested, rewrite and re-circulate the revised

document to each of your three committee members for their approval. Once

approved, the Prospectus must be signed by each member of the faculty committee

and filed with the Registrar, who will verify that it is complete and meets current

academic regulations as set forth by the Faculty.

Your faculty committee will evaluate the Prospectus according to these criteria:

o Is it technically well-written (grammar, spelling, organization)?

o Is it conceptually well-written (articulation of program clear, goals achievable,

means reasonable)?

o Is the Chronology consistent with the Narrative?

o Is the plan consistent with the educational priorities of the College?

o Are the activities outside the classroom, in BSS 690 Blocks or other experiences,

consistent with the Narrative and the Chronology?

6. File your Prospectus with the Registrar any time after October 1 of your sophomore

year. If it is complete and found to conform to current academic regulations, the

Registrar will notify you of its approval. The Prospectus will become part of your

permanent file at the College.

7. You must obtain the written permission of your faculty committee for any significant

changes from the Prospectus before effecting such changes. If in doubt as to whether

the changes are significant, consult your primary advisor or the Registrar. Further

details can be found in the BSS Preparation and Submission Checklist on the

Registrar’s website- http://www.cornellcollege.edu/registrar/pdf/bss-form.pdf

8. In the fall of the student's senior year, the Registrar will review each candidate's

B.S.S. program to determine whether the student has registered for the same or

similar courses as are listed on the Chronology of Courses included in the student's

Prospectus. (This review occurs during the senior conference, described in the

Catalogue section on Degree Programs.) A student who has made significant

deviations from the B.S.S. Prospectus without prior written approval of the faculty

committee will not be awarded the B.S.S. degree.

Cornell College 2016-17 Academic Catalogue 22

Professional Programs

Degree Programs in Combination with Professional Schools

Students who can obtain admission to a professional school at the end of their junior

year may petition the Academic Standing Committee to permit them to transfer up to

eight course credits from the professional school to complete their Cornell degree.

Admission to the professional school is not guaranteed by Cornell but is subject in all

cases to the university's acceptance of the student. Students normally apply on their own

to the professional school of their choice (subject to the approval of the program by

Cornell's Academic Standing Committee) or they may select one of the programs

described below with which Cornell is formally affiliated. All such programs permit

students to reduce by at least one year the time required to earn their first professional

degree.

Before beginning the professional program, the student must complete 24 course credits

(of which at least 16 must be Block credits earned at Cornell) with a cumulative Cornell

grade point average of 3.0 or higher. Candidates for the B.A. degree must also complete

each of the following prior to matriculation to the professional program: First-year

Program, Distribution Requirements. B.A. candidates must also complete a major. With

departmental approval, B.A. candidates may complete their Cornell major at the

professional school.

Cornell permits students to receive their Cornell degree at the end of their first year in

professional school if they (1) notify the Cornell Registrar by March 1 of their desire to be

graduated at the end of that academic year, and (2) provide the Cornell Registrar by the

Thursday before Commencement with proof that they have successfully completed the

requisite number of transferable credits, satisfied the requirements for their Cornell

major, and are eligible to return to the professional school for the following year. Only

courses graded C or higher are transferable.

Cornell currently has arrangements in these professional fields: environmental

management, forestry, law, medical technology, and dentistry. For specific information

and forms consult the program advisor or the Registrar.

Combined Degrees Program in Forestry and Environmental

Management

Cornell students in this Three-Two Program earn a Bachelor’s degree from Cornell

College and a master's degree from Duke University in Durham, North Carolina, in

either Forestry (M.F.) or Environmental Management (M.E.M.) after completing three

years of study at Cornell and a minimum of two years of graduate work at Duke.

Students should select a major in the natural or social sciences, economics and business,

or environmental studies, and include courses in botany, calculus, statistics, and

economics. Candidates for this program must also satisfy the requirements set forth

above under "Degree Programs in Combination with Professional Schools."

The Master of Forestry degree program concentrates on forest and associated resources,

including woodlands, water, wildlife, and recreation, and their management from an

ecological and economic point of view. Graduates are qualified for employment as

Cornell College 2016-17 Academic Catalogue 23

professional foresters with government agencies, forest industries, and other

organizations.

The Master of Environmental Management degree program considers natural resources

in a broader context. The basic objective of this degree is to develop expertise in planning

and administering the management of the natural environment for maximum human

benefit with minimum deterioration of ecosystem stability. Concentrations include

resource ecology, ecotoxicology and environmental chemistry, water and air resources,

and resource economics and policy. Program Advisor: S. Andy McCollum

Cooperative Program in Medical Technology

In cooperation with the St. Luke's Methodist Hospital School of Medical Laboratory

Science in Cedar Rapids, Iowa, Cornell offers a four-year program leading to a bachelor’s

degree and to registration as a medical laboratory scientist/medical technologist. The

first three years of this program are taken in residence at Cornell College, where

candidates must complete 24 course credits with a minimum cumulative 2.5 grade point

average in all science courses and a cumulative grade point average of 2.5 or higher. The

minimum requirements for admission to the program are BIO 141 (Foundations:

Cellular Biology), 142 (Foundations: Organismal Biology), 205 (Cell and Molecular

Biology), 315 (Genetics), 326 (Microbiology), and 329 or 330 (Human Anatomy and

Physiology I or II); CHE 121 and 122 (Chemical Principles I and II), 202 (Analytical

Chemistry) and 225 (Organic Chemistry I); and MAT 110 (Great Mathematical Ideas) or

STA 201 (Statistical Methods I). The fourth year is a full calendar year (12 months) and is

spent at St. Luke's Hospital under the supervision of the staff pathologist. Admission to

the St. Luke's program is not automatic but is competitive and based upon grade point

average, the recommendation of the program advisor, and the approval of the

Admissions Committee of St. Luke's.

The St. Luke's Hospital Medical Technology Program is approved by the Registry of

Medical Technologists of the American Society of Clinical Pathologists, which is affiliated

with the American Medical Association. Candidates completing the program are

examined by the ASCP for registry and, if approved, may practice in most states in the

United States.

The curriculum in Medical Technology consists of one hour of lecture and seven hours of

practical experience per day in the following laboratory departments: urinalysis,

bacteriology, mycology, virology, parasitology, histology-cytology, chemistry, isotopes,

hematology, coagulation, serology, blood bank, and laboratory management. Upon the

completion of these courses with a grade point average of 2.0 or higher, the candidate

will be granted four course credits in biology, three course credits in chemistry, and one

unassigned credit. Program Advisor: Barbara Christie-Pope

Deferred Admit Program in Dentistry

The University of Iowa College of Dentistry's Deferred Admit Program (DAP) is open to

residents of the state of Iowa. Academically motivated students interested in pursuing a

D.D.S. may be admitted to the DAP as early as the end of the first year of their

undergraduate education.

Cornell College 2016-17 Academic Catalogue 24

Although an undergraduate degree is not required for admission, students admitted

through DAP must complete the equivalent number of hours required for a degree at

their institution prior to enrollment in the College of Dentistry. In 2009, nearly 99

percent of the college's first-year dentistry students had a bachelor's degree.

Students selected for the DAP must have and maintain a 3.6 overall grade point average

and a 3.50 science grade point average. You may complete the DAP application any time

after you complete a minimum of two full-time semesters at an accredited four-year

institution. The DAP application deadline is November 1, at least two years prior to your

anticipated enrollment. The Dental Admissions Test (DAT) must be taken by August

prior to the year of your anticipated enrollment in the College of Dentistry, and scores on

each section of the DAT must be at the national average (17) or above. The application

for the DAP is available online at http://grad.admissions.uiowa.edu/academics/dds-

deferred-admit-program-dap.

At Cornell the essential minimum preparation consists of the following courses: BIO 141

and 142 (Foundations: Cellular Biology and Foundations: Organismal Biology), 205 (Cell

and Molecular Biology); CHE 121 and 122 (Chemical Principles I and II) or 161

(Accelerated General Chemistry), 225, 326, and 327 (Organic Chemistry I, II, and

Laboratory) 334 (Biochemistry); either PHY 141, 142, and 263 (Introductory Physics I,

II, and Laboratory) or 161, 162, and 263 (General Physics I, II, and Laboratory); and STA

201 (Statistical Methods I). Other relevant courses are BIO 313 (Developmental Biology),

315 (Genetics), 326 (Microbiology), 327 (Immunology), 328 (Neurobiology), 329 and

330 (Human Anatomy and Physiology I and II). A well-rounded background in the social

sciences; philosophy; psychology; history; foreign languages; business and accounting;

and mathematics is also recommended. Program Advisor: Craig Tepper

Preparation for a Career in a Professional Field

Architecture

Cornell offers a pre-professional advising program to assist students who want to enjoy

the benefits of a liberal arts curriculum while preparing for a specific profession in

architecture. Our students have had success pursuing advanced degrees in architecture

at places such as Washington University, the University of Colorado, Iowa State

University, and Penn State University. Students should complete a series of set courses

and work on preparing a strong portfolio of studio work with an artistic statement.

Although students can choose any major, there is a recommended series of courses that

must be completed in addition to the general education requirements. These

recommendations include: two courses in General Physics (course requires a background

in Calculus), two courses in the history of Western Civilization, six studio art courses

(consider three-dimensional areas such as ceramics or sculpture), and one art history or

history course that addresses architecture as a focus of study from the following: ART

251 (Greek and Hellenistic Art), ART 252 (Etruscan and Roman Art), ART 256 (Italian

Renaissance Art), ART 257 (Medusa’s Gaze), ART 364 (Rome Reborn) and HIS 369

(Chicago).

Cornell College 2016-17 Academic Catalogue 25

Cornell College has participated in the cooperative program with Washington University

in the past. This program allows a student to complete three years of study here at

Cornell and transfer their fourth undergraduate-year back from Washington University.

Participating in Washington University’s architecture undergraduate track will require

most students to develop their own individualized major. At this point, a student may

matriculate into the March program at Washington University. The cooperative

program route involves 3 years at Cornell and approximately 4 ½ years at Washington

University.

There are exceptions to the list of courses appropriate for pre-architecture that require

consultation with the faculty. Students should contact the program advisor early in their

college career. Advisor: Christina Penn-Goetsch

Education

To prepare for a career as a teacher at the K-12 level, see the statements given under the

Departments of Education, Music, or Kinesiology, and consult with that department

before December 1 of your sophomore year. For a career in higher education, consult the

faculty members in the field of your interest about the proper preparation, about your

choice of graduate school, and about the joys and trials of earning a Ph.D. Notice also

that several departments, under the description of their major, list additional courses to

be taken for students interested in graduate work. Education Advisor: Jill Heinrich

Engineering

Students at Cornell have several options by which to prepare for a career in

engineering. The primary option is to complete a degree in Engineering Sciences at

Cornell. This degree requires 16 course credits, 8 of which are math and science courses

and 8 of which are engineering courses. This degree prepares students for work in

engineering fields and for engineering graduate school. For more information, consult

the Engineering Sciences advisor: Brian Johns.

Another option is for students to earn both a B.A. from Cornell College and a B.S.E. from

a university which offers more specialized engineering degrees. Students may enter the

engineering school after three years at Cornell and then complete requirements for an

engineering degree at the engineering school, which usually requires an additional two

years at the engineering school. To receive the B.A. from Cornell, students must satisfy

all degree requirements at Cornell, including completion of a major. Course and credit

requirements can be satisfied by transferring credits from the engineering school to

Cornell. (See Combined Degrees Program in Engineering.) Some students may prefer to

complete their degree in four years at Cornell and then spend two years at an

engineering school to obtain the Bachelor of Science in Engineering.

Although requirements at engineering schools may vary, the Engineering Sciences major

provides an excellent preparation for the Combined Degree program. Other majors are

possible, and preparation for further work in engineering should include:

MAT 121 (Calculus of a Single Variable), MAT 122 (Calculus of Several Variables), MAT

221 (Linear Algebra), and MAT 236 (Differential Equations); PHY 161, PHY 162,

and PHY 263 (General Physics I, II, and Laboratory); CHE 121 and CHE 122 (Chemical

Principles I and II) or CHE 161 (Accelerated General Chemistry); and

Cornell College 2016-17 Academic Catalogue 26

CSC 140 (Foundations of Computer Science). We also recommend: EGR 131

(Introduction to Engineering Design), EGR 231 (Engineering Mechanics), EGR 271

(Engineering Thermodynamics), and EGR 311 (Engineering Circuits). Those planning to

specialize in chemical engineering should also take CHE 225, CHE 326, and CHE

327 (Organic Chemistry I, II, and Laboratory).

The best option for a particular student depends on the intended field of engineering and

on whether or not the student plans to obtain a professional engineering license. For this

reason, students should consult with the Engineering Sciences advisor or the pre-

engineering advisor during their first year of study at Cornell. Pre-engineering

Advisor: Brian Johns

Law

According to the Law School Admission Council,

A college education should stand on its own merits as preparation for a lifetime of

active involvement in a diverse and changing society. Admission committees are

usually impressed by applicants who can convincingly demonstrate that they've

challenged their thinking and reasoning skills in a diverse course of

undergraduate study. While no single curricular path is the ideal preparation for

law school, you should choose courses that sharpen analytical reasoning and

writing skills. Law schools prefer students who can think, read, and write well,

and who have some understanding of what shapes human experience. You can

acquire these attributes in any number of college courses, whether in humanities,

the social sciences, philosophy, or the natural sciences. It's not so much a matter

of what you study as it is a matter of selecting courses that interest you, challenge

you, and require you to use researching and writing skills. Because a lawyer's

work involves most aspects of our complex society, a broad liberal arts

curriculum is the preferred preparation for law school.

High academic standards are important when selecting your undergraduate

courses. The range of acceptable majors is broad; the quality of the education you

receive is most important. You should acquire skills that enable you to think

critically, reason logically, and speak and write effectively. Undergraduate

programs should reveal your capacity to perform well at an academically rigorous

level. An undergraduate career that is narrow, unchallenging, or vocationally-

oriented is not the best preparation for law school.

Additional information about Cornell's Center for Law and Society, Mock Trial, Phi

Alpha Delta and preparation for law school may be found on the Cornell College

Law and

Society website.

Consistent with the best advice of law schools themselves, Cornell College has no formal

"pre-law major" and no specific list of recommended courses. Rather we have pre-law

advisors who can help you plan a curriculum to meet your personal needs while

maximizing your chances of admission to law school. If you are considering a legal

career, you should consult regularly with a pre-law advisor about your course of study.

Cornell College 2016-17 Academic Catalogue 27

Several departments offer courses specifically concerned with the law and legal issues.

Among them are ECB 255 (Antitrust Policy and Government Regulation); HIS 351 (The

Age of Revolution in America); PHI 353 (Philosophy of Law); POL 122 (Foundations of

the First Amendment), POL 172 (American Politics), POL 325 (Anglo-American

Constitutional Thought), POL 332 (Human Rights), POL 333 (International

Organizations), POL 361 (Race, Sex, and the Constitution), POL 364 (Congress and the

Presidency), POL 365 (Constitutional Law: The American System), POL 366

(Constitutional Law: Rights and Liberties), and POL 561 (Mock Trial); and SOC 248

(Contemporary Native Americans), SOC 348 (Race and Ethnic Relations), and SOC 376

(Civil Rights and Western Racism).

Prospective law students are encouraged to take the Law School Admission Test (LSAT)

no later than October of the year preceding their anticipated matriculation in law school.

The LSAT contains sections on reading comprehension, analytical reasoning (structure

of relationships), and logical reasoning (verbal arguments). Application materials and

advice on preparation are available from the pre-law advisors: Craig Allin, M. Philip

Lucas, Genevieve Migely, Mary Olson, and Rob Sutherland.

Medicine

The requirements for admission to medical school (including osteopathy, podiatry, and

veterinary medicine) and the courses which are prerequisites for the Medical College

Admission Test (MCAT) are more or less the same. The MCAT is based upon a core of

work in the sciences which should be completed before attempting the test. Consult the

Dimensions web site located at http://cornellcollege.edu/dimensions/, or consult the

pre-med advisors (Barbara Christie-Pope and Craig Tepper) for further information.

At Cornell the essential minimum preparation consists of the following courses: BIO 141

and 142 (Foundations: Cellular Biology and Foundations: Organismal Biology), BIO 205

(Cell and Molecular Biology); CHE 121 and CHE 122 (Chemical Principles I and II) or

CHE 161 (Accelerated General Chemistry), CHE 225, CHE 326, and CHE 327 (Organic

Chemistry I, II, and Laboratory);STA 201 (Statistical Methods I); and either PHY 141,

PHY 142, and PHY 263 (Introductory Physics I, II, and Laboratory) or PHY 161, PHY

162, and PHY 263 (General Physics I, II, and Laboratory). Other relevant courses are

BIO 211 (Evolution), BIO 313 (Developmental Biology), BIO 315 (Genetics), BIO 326

(Microbiology), BIO 327 (Immunology), BIO 328 (Neurobiology), BIO 329 and BIO 330

(Human Anatomy and Physiology I and II); CHE 334 (Biochemistry); and INT 121

(Communication in Education), found under "Interdepartmental".

Physical Therapy

Cornell offers a pre-professional advising program to assist students who want to enjoy

the benefits of a liberal arts curriculum while preparing for admission to graduate school

in the field of Physical Therapy. After receiving a degree from Cornell, students may

enter a Doctor of Physical Therapy (DPT) program. Cornell can help you to be a

competitive candidate and succeed in PT school. The general coursework prerequisites

for physical therapy programs are similar to other pre-health programs with a greater

emphasis in human anatomy and physiology. The GRE (Graduate Record Examination),

as well as clinical experience are both required for acceptance into these

Cornell College 2016-17 Academic Catalogue 28

programs. Many Cornell students interested in physical therapy double major

in Kinesiology and Psychology or Biology and Psychology.

In general, Doctor of Physical Therapy (DPT) programs require the following coursework

from Cornell students: BIO 141 and BIO 142 (Foundations: Organismal Biology and

Foundations: Cellular Biology); BIO 329 and BIO 330 (Anatomy and Physiology I & 2);

CHEM 121 and CHEM 122 (Chemical Principals I and Chemical Principals II) or CHEM

161 (Accelerated General Chemistry); STA 201 (statistical Methods I); PHY 141, PHY 142,

PHY 263 (Introductory Physics I & II and Laboratory Physics); PSY 161 (Fundamentals

of Psychological Science) and PSY 318 (Abnormal Psychology). KIN 207 and KIN 309

(Systems Physiology and Anatomy of Human Movement) are strongly

recommended. Some graduate programs may require math and social science courses

not listed above. The Physical Therapy Centralized Application Service (PTCAS) is a

resource for identifying these possible requirements.

Additional information regarding preparation for entrance into a Physical Therapy

program can be found on the Dimensions website

or by consulting the Pre-Physical

Therapy advisor, Kristi Meyer, DPT.

Social Work/Human Services

Although graduate programs in Social Work/Human Services generally accept any

major, students preparing for direct entry into these fields should consider majoring in

one or more of the following: Sociology, Psychology, or an individualized major designed

around some particular area (childhood, family, delinquency, etc.).

Students preparing for either graduate training or direct employment should include in

their programs these core courses: ECB 101 (Macroeconomics); PSY 161 (Fundamentals

of Psychological Science); SOC 101 (Sociological Perspectives); POL 172 (American

Politics); and one course in recent American history.

Students are strongly urged to acquire experience in social work or human services as

volunteers or interns. It is possible to earn credit for this kind of experience during the

academic year through PSY or SOC 280/380, and in the summer through PSY or SOC

299/399.

Theology/Ordained Ministry

Most religious groups and denominations require a graduate professional degree from

an accredited seminary or divinity school for entrance into the ordained ministry. The

American Association of Theological Schools encourages prospective candidates to

present a wide variety of courses in humanities, social sciences, language, and natural

sciences which reflects a broad appreciation for the human community. There is no

prescribed pre-theological curriculum, but students moving toward ordained ministry

will find that courses in English, History, Philosophy, Psychology, Religion, and

Sociology provide solid background for graduate courses related to ministry. Some

students create their own individualized majors combining work in several departments,

capped by an internship. Students considering ordained ministry should contact the

offices of their tradition to secure any special recommendations for their course of study,

and the steps to follow in order to be recognized as a candidate for ordination.

Cornell College 2016-17 Academic Catalogue 29

Most seminaries and divinity schools expect that applicants for the Master of Divinity

degree are connected with a specific denomination. It is the candidate's religious

tradition, not a school's affiliation, that confers ordination after completion of the

degree. Therefore, students are encouraged to maintain their religious life while

attending Cornell and may do so by volunteer service in area congregations, campus

religious programs, summer opportunities for service and/or credit internships arranged

by the Chaplain and the Department of Religion. The Chaplain of the College maintains

active relationships with many theological schools and arranges for students to speak

with representatives who come to campus. The Chaplain is available for discussions

concerning the many dimensions of ministry and to assist students seeking admission to

graduate theological schools. The Department of Religion also supports and advises

students preparing for theological education.

Cornell College 2016-17 Academic Catalogue 30

ACADEMIC INFORMATION

Absences

Policies on class attendance are the responsibility of individual professors. Faculty are

encouraged, however, to accommodate students who participate in a college-sponsored trip,

encounter an emergency situation (student illness or family death), or participate in religious

observances.

Student Health Services or other health professionals will issue verifications of absence for

sufficient medical reasons. Students who know that they will be absent should notify their

instructors in advance. Those who are unable to do so because of illness or personal or family

crisis should notify their instructors as soon as possible. Instructors will decide on the basis of

their explanations whether or not to accommodate them and in what way.

Students who participate in College-sponsored trips or will be absent due to religious

observances are expected to secure the permission of their course instructors in advance of their

absence and to arrange with their instructors to make up the work they will miss. Students who

fail to make arrangements with their instructors in advance are subject to whatever penalties the

instructors would normally impose for unexcused absences. In case of doubt as to a student's

participation in the trip, the instructor may consult the college sponsor.

Academic Honesty

Cornell College expects all members of the Cornell community to act with academic integrity. An

important aspect of academic integrity is respecting the work of others. A student is expected to

explicitly acknowledge ideas, claims, observations, or data of others, unless generally known.

When a piece of work is submitted for credit, a student is asserting that the submission is her or

his work unless there is a citation of a specific source. If there is no appropriate acknowledgment

of sources, whether intended or not, this may constitute a violation of the College's requirement

for honesty in academic work and may be treated as a case of academic dishonesty.

The College considers Cornell students to be responsible persons whose maturity will develop in

a community that encourages free inquiry. The College expects the highest degree of personal

integrity in all relationships. Any form of dishonesty is a violation of this spirit and of College

rules.

A student is expected to explicitly acknowledge ideas, claims, observations, or data of others,

unless generally known. When a piece of work is submitted for credit, a student is asserting that

the submission is her or his work unless there is a citation of a specific source. If there is no

appropriate acknowledgement of sources, whether intended or not, this may constitute a

violation of the College's requirement for honesty in academic work and may be treated as a case

of academic dishonesty.

Dishonesty in academic work includes both cheating and plagiarism.

Cheating refers to the use of unauthorized sources of information on examinations or any

attempt by students to deceive the evaluator of an examination, paper, or project.

Cornell College 2016-17 Academic Catalogue 31

Plagiarism is the act of taking the work of another and presenting it as one's own, without

acknowledgement of the original source.

There is not one set of rules for the acknowledgement of sources that is appropriate across all

disciplines. For this reason, students are always encouraged to consult their professors and

guidelines included in their syllabi. However, in general the appropriate acknowledgement of

sources involves meeting the following requirements:

Quotations and Paraphrasing

All direct quotations, even if mingled with original words and ideas, must be placed within

quotation marks and accompanied by a specific citation for the source of the quotation. Unless

the information is generally known, all phrases that are not original to the author - even two or

three words - must be placed in quotation marks and cited. If an existing idea is used but

paraphrased or summarized, both the original author's words and sentence structure must be

changed and a specific citation for the source must still be made. It is always the responsibility

of the student to provide precise sources for all ideas, information, or data he or she has

borrowed or adapted. Simply listing sources in a bibliography is not sufficient. Students who use

information from the World Wide Web are expected to follow these same guidelines for the

citation of sources.

Failure to cite sources properly constitutes academic dishonesty, whether the omission is

intentional or not.

Ideas and Data

All students are required to acknowledge the ideas of others. Every student is expected to do her

or his own work in the completion of an assignment or an examination unless either (a) the

sources for these ideas are explicitly cited, or (b) the instructor explicitly allows such

collaboration. In addition, a person giving unauthorized assistance to another on an

examination is just as guilty of cheating as the person who accepts or solicits such aid.

Submitting revisions of academic work previously submitted, either in the current course or in

previous courses, qualifies as academic dishonesty unless the student obtains the explicit

permission of all of the instructors involved.

All data sources must be cited accurately. It is dishonest to fabricate or alter research data

included in laboratory reports, projects, or other assignments.

A safe guide is to provide a full citation for every source consulted. Sources may include, but are

not limited to, published books, articles, reviews, Internet sites, archival material, visual images,

oral presentations, or personal correspondence. In addition, students should always keep

previous drafts of their work in order to provide documentation of their original work. Finally,

due to disciplinary differences, students should consult their professor, a librarian, and/or the

Center for Teaching and Learning for specific instructions on properly providing citations for

sources.

Procedures for Dealing with Dishonesty in Academic Work

If an instructor judges that a student has violated the College's policies on academic honesty, the

student may be charged with academic dishonesty and assigned an F either for the particular

examination, paper, report, or project, or for the course. The instructor shall notify the student

in writing of the charge and the penalty and shall include a statement of the circumstances

Cornell College 2016-17 Academic Catalogue 32

which precipitated the action. A copy of the instructor's letter along with a copy of the paper

shall be sent to the Registrar. The Registrar shall then advise the student in writing of the right

to appeal. Within ten (10) days of notification, the student may appeal the charge and/or the

penalty by submitting a letter to the Dean of the College requesting that he or she appoint an ad

hoc committee consisting of three (3) faculty members, one of whom may be nominated by the

student. The recommendation of this committee is advisory only and is not binding upon the

instructor.

All material and information relative to the charge of academic dishonesty shall be kept by the

Registrar in a special file during the period in which the student is enrolled at Cornell College,

serving only as a statement of record if the student is charged a second time with academic

dishonesty. In the case of an appeal after the first offense, the file shall be destroyed if the

committee finds the student not guilty and the instructor concurs; otherwise, the

recommendation of the committee shall be inserted into the special file. If there are no further

charges, the file will be destroyed at the time of the student's graduation from Cornell.

Should a subsequent charge of academic dishonesty be brought against a student, the Registrar

shall again advise the student in writing of the aforementioned right to appeal under the same

procedures. Should the second charge be sustained by the instructor, the Registrar shall notify

the Dean of the College who shall convene a committee consisting of the Dean of the College, the

Dean of Students, and the Chair of the Academic Standing Committee, who shall determine the

status of the student. The normal penalty for a second offense is indefinite suspension from the

College.

Confidentiality of Student Records

Cornell College, in compliance with the Family Educational Rights and Privacy Act of 1974 as

amended (FERPA), protects the confidentiality of student records and the individual student’s

right to privacy. For more detailed information, see The Compass under the heading

"Confidentiality of Student Records".

Students with Disabilities

Cornell College is committed to compliance with federal law regarding students with disabilities.

Section 504 of the Rehabilitation Act of 1973 states: "No otherwise qualified individual in the

United States, as defined in section 706(7) of this title, shall, solely by reason of his handicap, be

excluded from participation in, be denied the benefits of, or be subjected to discrimination

under any program or activity receiving Federal financial assistance..." (29 U.S. Code, paragraph

794).

The Americans with Disabilities Act of 1990 states that a handicap shall be defined as "a physical

or mental impairment that substantially limits one or more of the major life activities." (42 U.S.

Code, paragraph 12102[2]).

The Office of Civil Rights, Department of Education, states that any postsecondary education

program which receives Federal financial assistance "shall make such modifications to its

academic requirements as are necessary to ensure that such requirements do not discriminate

or have the effect of discriminating, on the basis of handicap, against a qualified applicant or

student" (34 Code of Federal Regulations, paragraphs 104.41 and 104.44[a]). In addition to

Cornell College 2016-17 Academic Catalogue 33

academic adjustments, "a recipient ... shall take such steps as are necessary to ensure that no

handicapped student is denied the benefits of, excluded from participation in, or otherwise

subjected to discrimination ... because of absence of educational auxiliary aids for students with

impaired sensory, manual, or speaking skills" (34 Code of Federal Regulations, paragraph

104.44[d]).

The concept of academic adjustments is not aimed at giving students with disabilities undue

special advantages in order to help them pass, nor does it require that they be graded on a

different scale from their classmates; it requires educational access and opportunity, not a

guarantee of success.

A student qualifies for disability services at Cornell when the student provides current

documentation of the disability from a medical doctor (M.D.), educational or school

psychologist (Ph.D.), or other individual licensed by the state of origin to diagnose learning or

physical disabilities, to the Office of Academic Support and Advising, where it is placed on file as

a confidential record. Cornell College reserves the right to determine what constitutes

appropriate documentation. The student must also request appropriate accommodation from

the instructor of each course within the first three days of each Block.

More information about accommodations for students with learning disabilities is available on

the Cornell web site under "Disability Services."

Academic Advisor

Cornell students and faculty have a long tradition of working closely together both in and out of

the classroom, and this friendly and mutually beneficial association continues to be a vital part

of a Cornell education. When possible, entering students are assigned an academic advisor on

the basis of the interests indicated in the admissions application, but Cornell advisors are

qualified, whatever their teaching disciplines, to assist new students in preparing for any of the

degree programs and majors in the College. Advisors are useful sources of information about

many things, including College regulations and programs, career planning, and adjusting to

Cornell. Students should always feel free to discuss their thoughts and concerns with their

advisors and are expected to inform their advisors as soon as they encounter a problem.

Advisors are able to refer students to administrators or faculty who can provide good advice and

effective assistance, especially when given sufficient time.

Students who wish to change advisors may do so at any time by conferring with the Coordinator

of Academic Support and Advising. Normally students remain with their first advisor until they

declare their degree program and major(s) in their sophomore year. At this time they either

select an advisor in each of their major departments or are assigned major advisors by the

department chairs. If a student has more than one advisor, the student must indicate to the

Registrar which of them is to be her or his principal advisor. The principal advisor is the person

who will register the student, receive all academic information about the student, and endorse

any petitions the student may file.

If for any reason a faculty or staff member ceases to be a student's advisor, the student, in order

to remain enrolled and to receive credit for any work in progress, must secure another advisor

and record the change in the Registrar's Office. Students may not register without the approval

of their academic advisor. The Academic Standing Committee will not consider a petition unless

it is endorsed by the student's academic advisor.

Cornell College 2016-17 Academic Catalogue 34

Much of a student's business with the College is conducted in writing by means of forms or

petitions requiring the signatures of faculty and staff members. Any form or petition that is

submitted without the appropriate signatures or that contains a signature that is not genuine

will be deemed invalid and the benefit for which it was proffered will be denied or rescinded. In

this event a student may be asked to leave the College.

Registration

1. A registration or change of registration becomes official upon being recorded by the

Registrar's Office in accordance with the regulations and procedures explained below.

2. Enrolled students register in the spring for all Blocks of the following academic year.

Students admitted at the start of the fall semester with more than 7.0 course credits register

for the entire year before arriving on campus. All other admitted students register for Block

One before arriving on campus, Blocks Two through Four on campus during orientation,

and in October for the remainder of the year. Readmitted students and students admitted

after Block One should consult with the Coordinator of Academic Support and Advising.

After registering, students may drop and add courses as described under "Adding and

Dropping Courses."

3. Registration follows a first-come, first-served process based on number of credits earned.

Students with at least 21 credits register first, followed by students with at least 11 credits,

and finally students with 10.99 or fewer credits register last.

4. Failure to register will be interpreted as a tacit declaration of intent to withdraw from the

College, and the student will become ineligible to return to Cornell for the next academic

year and to qualify for College housing or Cornell financial aid.

5. Full-time degree candidates must register for eight Blocks and must earn at least seven

Block credits every academic year during their first, sophomore, and junior years in order to

remain in good standing. Seniors should register for needed courses and for vacation in the

remainder of the Blocks that semester. Students who enter after Block One must register for

all the Blocks remaining in that academic year in order to be considered as making

satisfactory progress. For an exception to this rule, see "Reduced Programs." This paragraph

does not apply to Continuing Education students.

6. Students must register for off-campus programs, independent studies, and internships in

the same way that they register for regular courses.

7. Occasionally courses are taught over two consecutive Blocks (36 class days) under the

Parallel Format, which permits students to carry two courses concurrently or to take one

Parallel Course along with an independent study. No credit is given for completing only the

first Block of a Parallel Course. The regulations and procedures for registering for Parallel

Courses and for changing such registrations are the same as for single-Block courses with

the exceptions noted under "Adding and Dropping Courses," item 9. It is not possible to

combine a Parallel Course with a single-Block course.

8. Other courses may be taught in an alternate format, e.g., two courses offered concurrently

and as co-requisites or two courses taught consecutively with related topics. Registration

information for these courses will be available at the time of registration.

9. Before registering for and entering any course, the student is responsible for reading the

description of that course in this Catalogue or in its supplements. If there is a prerequisite,

the student must satisfy it before the course begins or must obtain the permission of the

instructor before entering. Instructors have the right to drop a registered student from their

course if he or she has not satisfied the prerequisites.

Cornell College 2016-17 Academic Catalogue 35

10. Independent study courses and internships numbered in the 200s and 300s, whether on or

off campus, are open only to students who have completed the required minimum number of

courses in the same department/interdisciplinary major, and for Individual Projects, a

writing-designated course. Off-campus programs numbered in the 900s have special

prerequisites and limits. (See Independent Study Courses and Off-Campus Programs.)

11. Students are not permitted to enroll in or to receive credit for a lower-level course if they

have already passed or been given credit for a course in the same department for which the

lower-level course is an expressed prerequisite, unless written permission is granted by the

department and filed with the Registrar.

12. A student who is registered for a course must be present at all class meetings during the first

three days of the Block or risk being dropped from the class and having her or his place given

to another student. Students who are unable to be present should be in touch with the

instructor in advance to see whether he or she will hold their places. Instructors are not,

however, required to hold places or to admit students at the door.

13. If, at the close of registration, a student is unable to gain admission to a course and the

instructor and department chair are willing to extend the course's enrollment limit (cap), the

student may be admitted to the closed course. Permission will be granted only in cases of

genuine hardship and provided the extension of the cap does not exceed four. The student

must demonstrate that the course is needed to fulfill a degree or major requirement for

which there is no alternative in the same or a different department, and that the course or its

alternative cannot be taken in a different Block or in a later year.

14. Courses are normally capped at 25. Some courses have lower caps. A list of such courses is

available from the Registrar's Office.

15. To aid students in course selection, please see the Courses of Instruction section of this

Catalogue where you will find a complete listing of courses and descriptions by department.

In addition, Cornell College publishes course information online. Information for all staffed

courses can be found on the Registrar’s web page at

http://www.cornellcollege.edu/registrar. Course information for the following academic

year will be posted no later than one week before the first day of spring registration. Course

information and syllabi may be adjusted until the first day of a course, and even during a

course, and as such may differ from the version found online. Students should report any

missing information to the Office of Academic Affairs.

Adjunct Courses

Adjunct courses numbered in the 500s are highly focused mini courses that complement regular

OCAAT offerings and, like Music Lessons, Ensembles, and English or Theatre participation

activities (numbered in the 700s), may be taken along with principal courses.

500-level adjunct courses normally span 2-4 consecutive Blocks and entail a minimum of 2 and

a maximum of 5 hours of work per week (including contact hours) for a total of 25-30 hours to

earn ¼ course credit.

Students may enroll in a maximum of two 500-level adjunct courses (.25 credits each) in any

one semester, and no more than two full credits in 500-level adjunct courses may be counted

toward satisfying the minimum 31 credits required for the B.A. or B.Mus. degree. The College

expects, however, that a student's primary responsibility be to her or his principal courses. The

rules governing registration, grading, and withdrawal are:

Cornell College 2016-17 Academic Catalogue 36

1. Registration in 500-level adjunct courses requires the signature of the instructor and

academic advisor. For 700-level courses, students register directly with the instructor or

ensemble conductor at the beginning of the adjunct course (Blocks One and Five for Music

courses). Admission to some of these courses may be by audition; therefore, interested

students should confer with the instructor or conductor for details before the first meeting of

the course.

2. Students who register, attend for the entire length of the course and satisfactorily complete

the course requirements will receive at the end of the semester a quarter of a credit and a

grade of CR, with the exception of MUS courses in which a letter grade will be assigned.

3. Adjunct courses, music lessons and music ensembles may be repeated for credit every

semester, unless stated otherwise in their course descriptions.

4. Students in courses numbered in the 500s who cease to attend or do not fulfill the course

requirements will automatically be dropped from the course at the end of the semester and

no record of the course will be posted on their transcript. Grades of F, NC, W, WH, and WR

are not assigned for these adjunct courses.

5. Students enrolled in MUS courses numbered in the 700s who cease to attend or who do not

fulfill the course requirements will receive the grade of F unless granted a W or WH.

Students have one month from the start of the lessons or ensemble to drop without any

record of the course or grade being posted on their transcript. (See Department of Music,

"Music Lessons at Cornell" and "Ensemble Participation.")

Auditing Courses

Full-time students who wish to attend a course without receiving academic credit or a grade

may, with the approval of the instructor, audit the course without charge. The student registers

for a vacation Block. The instructor and the student determine at the start the requirements for

attendance and participation, and whether or not the audit is to be recorded on the student's

transcript. If the audit is to be recorded, during the first three days of the Block the student files

with the Registrar the appropriate form signed by the instructor to certify that the student

intends to fulfill the requirements of the audit. At the end of the Block the instructor certifies

that the audit has been fulfilled and the student receives the grade of AU on the transcript. If the

student has not fulfilled the requirements, then the Registrar records a vacation Block. Audited

courses, whether recorded or unrecorded, may not be used to satisfy degree or major

requirements.

Repeating Courses

1. Any course for which a student has received a grade of F or NC may be repeated. In such

cases, the second grade earned in a repeated course does not replace the previous grade of F

or NC and does not erase it from the transcript. Both the first and the second grades will be

calculated when computing the student's grade point average.

2. A student who has passed a course with a low grade may wish to take the course again,

especially if the course is one in a sequence, e.g., CHE 121 or GER 102, where a solid

command of the material in the lower-level course is essential for success in the higher-level

course. The simplest way for students to repeat course material is to retake the course as an

Audit (see "Auditing Courses"). In special cases a student may wish to repeat a course for

credit and grade. Unless the course specifically states in its description that it may be

repeated, e.g., ART 291 or BIO 485, the student must first petition the Academic Standing

Cornell College 2016-17 Academic Catalogue 37

Committee. The original grade earned remains on the transcript and is not replaced by the

subsequent grade, as in [1]. A repeated course does not gain the student an additional course

credit toward graduation, unless the course description indicates that it may be repeated.

3. Adjunct courses, music lessons and music ensembles are exceptions to the above rule and

may be repeated every semester unless it is stated otherwise in their descriptions.

4. Students who have received credit by examination or transfer will lose this credit if they take

a course at Cornell that is the same as or similar to the examination or transferred course. In

general, all introductory courses in the same academic discipline are considered to be

similar even though their titles or actual contents may vary. Students who believe that their

two courses are significantly different should consult the department chair for permission to

receive credit for both.

Two Course Credits in One Block

Students are not permitted to earn credit for more than one full Cornell course or two half

Cornell courses per Block. Exceptions to this rule may be granted by the Academic Standing

Committee to seniors who can demonstrate that they will have a minimum of 31 course credits

without the credit for which they are petitioning, and will otherwise qualify for graduation at the

end of the academic year. The additional course must be one needed to complete the student's

major or professional program. No more than two Block credits may be earned in this way, and

neither of these credits may be used to make up course deficiencies in order to yield the

minimum 31 course credits required for graduation. Students granted permission to earn two

Cornell course credits in one Block may not take a vacation Block within that academic year.

Should they do so, the second Block credit will be disallowed and the course will not be recorded

on their transcript.

Adding and Dropping Courses

1. After registration but before the beginning of the Block in which the course is taught, a

student may drop that course and add another before 4:00 p.m. on the Friday immediately

preceding that Block. Students are encouraged to discuss course adds/drops with their

academic advisor before making changes to their schedules.

2. During the first three days of the Block in which the course is taught, a student may drop

that course and add another course by (1) obtaining the Drop/Add Form

from the Registrar's

Office, (2) securing the signatures of the instructor of the course being dropped, the

instructor of the course being added, and the academic advisor, and (3) returning the form

to the Registrar's Office before 4:00 p.m. of the third day (normally the first Wednesday) of

the Block. Students who drop a course after the first day and cannot add another must

petition for a reduced load. However, this may impact progress toward graduation (see

Satisfactory Academic Progress"). Instructors are not required to add students after the

course has begun, and permission to add a course is more difficult to obtain after the first

day, so students should not delay in contacting instructors of courses they wish to add.

3. If a student does not attend or ceases to attend a course for which he or she is registered and

does not add another course in its place before the end of the third day of the Block, the

student will be given the grade of WR. Students who receive a grade of WR are charged

tuition for the course, but they are not eligible for institutional financial aid or VA benefits

for that Block. Any federal or state financial aid eligibility will be reviewed on a case by case

basis per federal and state regulations.

Cornell College 2016-17 Academic Catalogue 38

4. Students who attend a course for which they are not registered must petition to request to

add the course late; such permission is not necessarily granted.

5. Students who wish to audit a course must declare their intention to the instructor at the very

beginning of the Block (see "Auditing Courses").

6. Withdrawal between the 4th and 14th day of the Block is possible only when recommended

by the instructor. The instructor may release a student if the instructor believes that the

student, when compared with the others in the class, has not had adequate preparation or is

deficient in a skill essential for success in the course. The instructor must describe the

student's problem in a letter to the Academic Standing Committee and also certify that the

student attended faithfully and tried to do the work assigned. The student receives a grade of

7. On the 15th day of the Block (normally the third Friday) in which the course is taught, a

student may withdraw and receive a grade of W for a course by (1) obtaining the Drop/Add

Form from the Registrar's Office, (2) securing the signatures of the instructor and the

academic advisor, and (3) returning the form to the Registrar's Office before 4:00 p.m. that

day. The instructor should agree to sign the form if and only if the student (a) has complied

fully with the instructor's attendance policy, (b) has taken all the tests and turned in all the

papers or projects that were due by the 15th day, and (c) has made, in the opinion of the

instructor, a determined effort to learn the material, complete the work, and participate in

the class.

8. Students on Probation or Probationary Suspension, however, are not permitted to withdraw

from a course without permission from the Academic Standing Committee. They must file a

petition with their Drop/Add Form on the 15th day, but continue in the course pending the

Committee's decision. The Committee will evaluate the petition not only on the grounds

listed in item 6 above for a particular course, but also on the basis of the student's entire

academic record.

9. A withdrawal for health or family emergency (grade of WH) may be given by the Academic

Standing Committee upon petition, or by the Registrar acting as the Committee's agent,

when a student is ill or has a personal crisis or family emergency, such that completing the

course by taking an Incomplete (see "Grades," item 4) would not be feasible. The student

should submit a petition for a WH. The course instructor and the academic advisor must

sign the petition, acknowledging that they have been notified of the student's intention. Both

the course instructor and academic advisor are encouraged to submit a statement indicating

whether they support the petition or not, and why. For a WH, a signature alone shall not be

interpreted as endorsement of the petition.

a. Any petition based upon medical or psychological conditions must be supported by a

written statement from an appropriate health professional stating the problem; the dates

when the student was examined, treated, or counseled; and the recuperative difficulties,

if any.

b. Students who claim a personal or family emergency may be asked to provide

documentation and to account for the entire time during which they say they were, or

will be, unable to attend classes or to study.

c. Cornell counselors and health professionals will not normally issue a recommendation

for a withdrawal unless the student has consulted them at or near the onset of the

problem.

d. Such recommendations, however, do not automatically constitute grounds for a WH. The

Committee will in all cases consider the instructor's evaluation of the student's work in

the course before the onset of the illness or emergency as well as the circumstances on

Cornell College 2016-17 Academic Catalogue 39

which the student has based her or his petition. The Committee reserves the right to

consult with anyone whom the student offers as a recommender or corroborator.

Students on Probation or Probationary Suspension do have the right to petition for a

WH, and their petitions will be considered in the same way as any other student's.

10. Students may add and drop parallel courses as follows:

a. During the first three days of the first Block, a student may replace parallel courses with

one single-Block course.

b. Between the 15th and 21st days (normally the third Friday and the fifth Wednesday) as in

item 6 above, if the student retains one of the parallel courses, he or she may add in the

second Block of the parallel sequence only a half-credit independent study or a vacation

Block. If the student drops both parallel courses, the student may add one single-term

course in what would have been the second Block of the sequence.

c. On the 33rd day (the 15th day of the second Block) as in item 6.

11. Students who register for a course that requires an additional fee, e.g., a course taught off

campus or one that involves field trips or special provisions, and later decide not to enroll

must notify the instructor and the Registrar before the instructor's final deadline or, if no

such deadline has been announced, then at least 60 days before the course is scheduled to

begin. Students who drop after this deadline are liable for payment of the full cost of the

program. Instructors calculate the cost of a trip, make reservations, and order materials

based on anticipated enrollments. The loss of even one student may result in higher costs for

the other participants or in the College being charged a penalty by hotels, airlines, and

cooperating agencies.

Reduced Programs

Students, other than seniors and those in the Continuing Education Program, who wish to enroll

for fewer than eight Block credits in an academic year must obtain the permission of the

Academic Standing Committee. Permission is usually granted if the student will (1) gain

additional educational or professional experience related to the major or field of concentration,

or (2) resolve physical, psychological, personal, or financial problems that may otherwise

prevent her or him from continuing at Cornell, or (3) had reason to drop a course on day 2 or

day 3 and could not add another, so long as this will not impact a student’s satisfactory academic

progress. The petition must also contain a description of how and where the student plans to

spend the Blocks when he or she will not be taking classes at Cornell. Students on reduced

programs surrender, during those Blocks when they are not taking courses, the privileges of

regularly enrolled students and are, therefore, not necessarily permitted to live in College

housing, to use College facilities, and participation in any Cornell-sponsored extracurricular

activities in ways that are not also open to the general public may be restricted. Students on

reduced programs may not transfer to Cornell any coursework taken at another school during

the regular academic year (September through May). The financial aid of students on reduced

programs will be affected and such students should discuss the implications with the Financial

Assistance Office.

(See also Leave of Absence; see Other Off-Campus Study [999] for Academic Leaves of

Absence.)

Cornell College 2016-17 Academic Catalogue 40

Satisfactory Academic Progress (SAP) Policy

The Higher Education Act of 1965, as amended, requires that each student maintain satisfactory

progress in the course of study the student is pursuing in order to receive Federal Title IV

financial aid. The concept of satisfactory progress mandates monitoring of both grade point

average and the number of credits completed. In complying with this requirement, Cornell

College has developed standards for Satisfactory Academic Progress cited in this Catalogue

under "Academic Review." Satisfactory academic progress is based on the quality of your

academic performance, which is represented by your GPA, and a quantitative review of

progress, defined as "Pace", which is represented by the total number of credits successfully

completed toward your degree compared to the total credits you have attempted. Students must

meet the following percentages of their attempted credit hours [on a cumulative basis]:

End of Grade Level

Minimum Percentage of Attempted Credits Successfully Completed

First year

62.5%

Sophomore

81.3%

Junior

87.5%

Pace and GPA are prorated for less than full-time students.

Failure to earn credit for courses due to receiving an F, W, WH, WR, NC, I, or IP are included as

attempted hours for determining “Pace” toward graduation for purposes of Satisfactory

Academic Progress [SAP].

The Academic Standing Committee conducts academic reviews of all students and determines a

student’s status based on criteria outlined under “Academic Review.” Some categories of

Academic Review have implications for a student’s eligibility for federal financial aid. At Cornell,

these standards are also applied to state and institutional aid programs.

The Cornell College Satisfactory Academic Progress standards apply to all students who wish to

establish or maintain financial assistance eligibility. It is the responsibility of all students to be

familiar with these standards. The standards apply to each student’s entire academic record at

Cornell, whether or not the student received financial assistance for previous Blocks of

enrollment. All federal and state grants, loans, and work-study, and Cornell College grants, are

subject to the following Financial Aid Satisfactory Academic Progress policy. The college’s

published program length is 31 credits to complete a Bachelor of Arts, Bachelor of Special

Studies or Bachelor of Music degree. The time frame to complete your degree is 150% [46.5

credits]. Cornell College aid is not available beyond eight semesters of full-time attendance.

Specific financial assistance programs may require higher minimum standards for GPA and

pace; additionally, an individual Cornell department may require the student to earn more

credit hours or maintain a higher grade point average than required by minimum standards.

Financial Aid reviews the decisions of the Academic Standing Subcommittee at the end of each

semester to determine if the student should be placed on FINANCIAL AID WARNING,

FINANCIAL AID SUSPENSION, or FINANCIAL AID PROBATION.

The following policy and procedures will be followed in determining satisfactory academic

progress for the purpose of establishing eligibility for financial aid.

1. At the end of a semester, a student placed on ACADEMIC PROBATION by the Academic

Standing Subcommittee (or a student continuing on ACADEMIC PROBATION if placed on

that status during the semester) will be placed on FINANCIAL AID WARNING. A student

Cornell College 2016-17 Academic Catalogue 41

placed on FINANCIAL AID WARNING remains eligible for financial aid in the subsequent

semester. The Financial Aid Office will send letters to all students placed on ACADEMIC

PROBATION stating that they have also been placed on FINANCIAL AID WARNING. For

the purpose of this policy PROBATIONARY SUSPENSION is considered a subcategory of

ACADEMIC PROBATION.

2. At the end of the following semester, a student who has been placed on FINANCIAL AID

WARNING at the end of the previous semester (see #1) will be reviewed. If the Academic

Standing Subcommittee

a. removes him/her from ACADEMIC PROBATION, s/he will be removed from

FINANCIAL AID WARNING. The Financial Aid Office will send letters to all students

removed from ACADEMIC PROBATION stating that they have also been removed from

FINANCIAL AID WARNING.

b. continues him/her on ACADEMIC PROBATION, s/he will be placed on FINANCIAL AID

SUSPENSION and will be ineligible to receive financial aid in the following semester.

S/he can file an appeal to be placed on FINANCIAL AID PROBATION by meeting the

following conditions:

i. The Director of Financial Aid will notify the student that s/he is eligible for

FINANCIAL AID PROBATION. The student must then file an appeal with the

Director of Financial Aid appealing the loss of financial aidbefore the start of the next

semester. The appeal must be written, outline the reason[s] for failure to meet the

minimum credit and/or GPA requirements, and explain how the student plans to

correct the problem.

ii. If the appeal is approved, the student must develop or continue with an Academic

Plan/Learning Contract in consultation with the Coordinator of Academic Support

and Advising.

At the end of a third semester, if the student on FINANCIAL AID PROBATION remains on

ACADEMIC PROBATION, the student’s financial aid will be rescinded.

A student whose financial aid has been rescinded as a result of the preceding policies and

procedures reestablishes eligibility when removed from ACADEMIC PROBATION by the

Academic Standing Subcommittee.

A flow chart outlining this process can be found on the Registrar’s website

. The chart is a tool;

the official procedure is contained in this policy.

The calculation of GPA for purposes of Academic Review and subsequent determination of

federal financial aid eligibility does not include grades of Incomplete (I), Withdrawal (W),

Withdrawal for Health (WH), Registrar’s Withdrawal (WR), or grades for courses that have been

transferred to Cornell College

Transfer credits, accepted by Cornell, are counted as both attempted and completed hours for

purposes of SAP.

For repeated coursework, the original grade earned remains on the transcript and is not

replaced by the subsequent grade. A repeated course does not gain the student an additional

course credit toward graduation, unless the course description indicates that it may be repeated.

Cornell College 2016-17 Academic Catalogue 42

Veterans Administration

Students receiving VA benefits should consult with the Financial Assistance Office for

information and assistance. VA benefits recipients have the same rights and responsibilities as

all other Cornell students and are subject to the regulations and policies described in this

Catalogue except where the Federal Government has established laws or guidelines that are at

variance with Cornell's rules. In such cases, the VA recipient is held accountable for satisfying

both the College's and the Government's regulations.

Specifically, the points of difference are: (1) VA recipients will not be paid for a vacation Block.

(2) VA recipients will not be paid, or will be billed for overpayment, for any course from which

they withdraw, i.e., receive a grade of W, WH, or WR, unless the VA approves their appeal on

grounds of mitigating circumstances. (3) VA recipients who are placed on Probation by Cornell

College will be given two semesters (eight Blocks) to remove themselves from academic review.

If, at the end of this probationary period, the recipient fails to demonstrate satisfactory progress,

the recipient may have her or his benefits discontinued. The VA will not pay for any course

numbered in the 900s (off-campus programs). Permission may sometimes be granted by the VA

for a non-traditional educational experience upon petition in advance of the start of the project.

Declaration of Degree Candidacy, Majors, and Minors

1. On or before December 1 of their sophomore year, students must make one of the following

declarations in the Registrar's Office (those admitted with senior standing must make their

declarations within the first three months after entering Cornell):

a. declare themselves candidates for either the Bachelor of Arts or the Bachelor of Music

degree by filing a Declaration of Major card;

b. declare themselves candidates for the Bachelor of Special Studies degree by filing a

Declaration of B.S.S. Degree card, and soon after that a completed Prospectus; or

c. declare themselves unable to make a decision by filing for a Curriculum Advisor.

Students may ask any faculty member to serve as their Curriculum Advisor. Under this

arrangement, the advisor will work with the student to determine her or his academic

and career goals and the best methods for achieving these.

d. Sophomores who neglect to file their declarations on time will be subject to the

regulations governing B.A. candidates and may be denied permission to register for their

junior year. (See Degree Programs.)

2. In all degree tracks, students are limited to some combination of majors and minors totaling

no more than three. Only in the B.S.S. degree can this be a combination of three minors.

Each of the other degrees requires at least one major. Students may not elect both a major

and a minor in the same discipline or interdisciplinary program, though a student may

complete two minors in the same department.

3. Students may choose one or more of the departmental or interdisciplinary majors described

in the central section of this Catalogue (see Courses of Instruction for particular subjects),

or they may design an individualized major.

a. Departmental majors allow a student to study a single discipline in depth. Cornell

currently offers 26 departmental majors: Art History, Studio Art, Biology, Business,

Chemistry, French, German, Russian, Spanish, Computer Science, Economics and

Business, Elementary Education, Engineering Sciences, English, Geology, History,

Kinesiology, Mathematics, Music, Philosophy, Physics, Politics, Psychology, Religion,

Cornell College 2016-17 Academic Catalogue 43

Sociology, and Theatre. (There are also three teaching majors without an accompanying

departmental major. They are Latin, Anthropology, and Theatre.)

b. Interdisciplinary majors offer the opportunity for a student to specialize in a recognized

academic field by taking courses from various related disciplines. Cornell's current

interdisciplinary majors are: Biochemistry and Molecular Biology, Classical Studies,

Environmental Studies, Ethnic Studies, Gender, Sexuality, and Women’s Studies,

International Relations, Latin American Studies, Russian Studies, and Sociology and

Anthropology.

c. Individualized majors are programs that students design themselves to meet their

particular needs and interests. Such a major involves a minimum of nine course credits

to include four courses at the 300 level or above from at least two disciplines (not

counting the capstone experience); a capstone experience (e.g., a course, individual

project, or internship) at the 300 level or above; and at least six courses at or above the

200 level. A narrative that explains how these courses create a coherent major and

describes how the capstone experience will synthesize the courses into a cohesive

program of study is to be filed with the contract for this major. This type of major is a

contract between the student and a committee of three faculty members chosen by the

student. The contract for an individualized major must be signed by the student, the

members of the committee, and the Registrar, acting for the Dean of the College. Any

changes in the contract must be approved in writing by all members of the committee.

The contract and any changes must be filed with the Registrar. The student must

complete a minimum of 10 course credits after initially filing this form with the

Registrar. For more information, consult the Registrar.

d. The requirements for departmental, interdisciplinary, and individualized majors are the

same for both B.A. and B.S.S. candidates. A student is officially classified as a major only

after he or she has been approved by the department or committee concerned and has

filed the appropriate declaration with the Registrar.

e. There is no restriction on adding majors after the sophomore year and no penalty for

dropping them except that all B.A. candidates must complete at least one major and

B.S.S. candidates must complete the basic contract they signed when filing their

Prospectus.

f. Students are expected to complete the major and minor requirements that were in effect

at the time of Spring registration for their second year of courses. Transfer students who

are admitted with sophomore or higher standing satisfy the requirements in effect when

they begin their first course at Cornell. Students who have withdrawn from Cornell and

are later readmitted follow the requirements in effect at the time of their readmission.

Exceptions may be made by the department concerned in response to the student's

petition, provided that such changes are feasible for and agreeable to the department.

g. Cornell College alumni who wish to fulfill the requirements for an additional major after

graduation must be accepted by the department (see procedure outlined above) and

complete the necessary courses (there is no minimum number of credits that must be

earned after graduation as long as the major requirements are met). Courses taken at

another institution must be approved by the department in which the major will be

granted. Financial aid may not be available, and students are advised to consult the

Office of Financial Assistance before enrolling. During the last Block of attendance, the

student must meet with the Registrar to confirm that all requirements are completed. At

the conference, the student will request that the additional major be recorded on his or

Cornell College 2016-17 Academic Catalogue 44

her transcript. Upon completion, the additional major along with the date of completion

will be recorded on the student's transcript.

4. A minor is a coherent collection of courses numbering at least five, with at least two of them

being at the 200-level or above. Cornell currently offers minors in American Politics &

Public Policy, Anthropology, Applied Mathematics, Art History, Biology, Business,

Chemistry, Civic Engagement, Classical Studies, Computer Science, English, Environmental

Studies, French, Gender, Sexuality, and Women’s Studies, Geology, German Studies,

History, International Relations & Comparative Government, Kinesiology, Latin American

Studies, Mathematics, Music, Philosophy, Physics, Political Thought, Psychology, Religion,

Russian, Sociology, Spanish, Studio Art, and Theatre.

5. When there is an overlap between courses required or accepted for a major in one

department or program and a minor in another, at least two courses must be completed

beyond the courses counted toward the major in order to earn the minor in the other

department or program.

6. Some departments also offer suggestions under the heading "Concentration" for students

who may not wish or have time to complete the faculty-approved major but who are

interested in a particular area or career relevant to the departmental discipline. Unlike

majors and minors, concentrations are informal combinations of courses and are not

recognized officially by the College. Candidates for the B.S.S. degree who do not choose to

have an official major may call their individually designed program of specialization a

concentration.

Assessment of Student Experiences

An essential aspect of the mission of Cornell College is the evaluation of student experiences,

perceptions, and academic achievement. Each student will be expected to participate in College

and departmental assessment activities such as surveys, focus groups, tests, and personal

interviews. Students will be asked to participate beginning with matriculation and continuing

through graduation. Student involvement in these assessment activities will assist Cornell in

providing current and future students with high-quality, satisfying experiences in keeping with

the mission of the College.

Student Classification and Class Rank

1. All degree candidates are promoted at the end of each academic year according to the

following scale:

Number of Course Credits Earned

Class Standing

0 – 6.75

First Year

7 – 13.75

Sophomore

14 – 22.75

Junior

23 -

Senior

2. At the end of each semester, the Registrar's Office ranks students within their class

according to their cumulative grade point average, e.g., a senior ranked "10/200" would be

the 10th highest in a class of 200 seniors. A student's class rank is available upon request.

Students who are graduated with fewer than 16 credits earned in courses taken for grade

point credit at Cornell will not be ranked. Also, students who participate in Commencement

and later graduate will not be ranked.

Cornell College 2016-17 Academic Catalogue 45

The student's final cumulative grade point average and class ranking (if applicable) is

determined at graduation and will not be affected by any grades subsequently earned should the

student return to Cornell.

Credit by Transfer

Cornell College accepts transfer credit for work completed by a student at an accredited

institution or program. The following guidelines are used in the transfer and awarding of

academic credit:

Institutions and Transcripts

Transfer credit must come from a regionally accredited, degree-granting college or

university (including community colleges) or an international university of comparable

accreditation. The Registrar is responsible for evaluating all transfer credit completed

prior to matriculation at Cornell.

• The credit must be documented on an official college transcript sent directly from the

credit-granting institution to the Registrar at Cornell College. Course

descriptions/syllabi for each course may also be requested.

• Transfer credit is always evaluated on a course by course basis, unless the

transferring institution has entered into an articulation agreement with Cornell

College.

• Courses taken while a student is still enrolled in secondary school (e.g., dual

enrollment) must meet the guidelines outlined in this policy.

Credits

• 4 semester hours (s.h.) or 6 quarter hours (q.h.) equal 1 Cornell credit.

• Only transfer courses of 3 or more s.h. or 4 or more q.h. may be used to satisfy a

major or general education requirement for the B.A. or B.Mus. degree.

• The following caps are placed on transfer credits:

Credit Type

Maximum Number of Credits

Accepted

Cornell

Equivalent

Community college

64 semester hours or 96 quarter

hours

16 course credits

Dual enrollment*

24 semester hours or 36 quarter

hours

6 course credits

* Includes Post-Secondary Educational Opportunity (PSEO) credits.

Grades

• A letter grade of “C” or higher is required to earn transfer credit. Grades of “C-” and

below will not earn transfer credit.

• Grades do not transfer to Cornell College and are not used in the calculation of a

student’s Cornell grade point average.

Cornell College 2016-17 Academic Catalogue 46

Courses

• Transfer work must be relevant to the curricular program at Cornell College.

• To receive specific course credit, transferred courses must be substantially similar to

Cornell College courses.

• Transfer courses must be significantly different from previous coursework and must

not regress from previous coursework.

• Courses accepted by transfer do not necessarily satisfy the requirements for a major

unless they are approved by the Cornell department concerned. Students should

confer with the chair of their major department to determine whether their

transferred courses may be applied to their major.

Post-Matriculation Transfer Credits

In addition to the above guidelines, the following stipulations apply to students after

they have begun coursework at Cornell:

• Advance approval for transfer credit is required. Approval must be secured prior to

taking the course via the Petition for Transfer of Credit form available from the

Registrar.

• To ensure that work to be completed elsewhere will be accepted as a course (or

credit) counting toward graduation, toward a major, or toward fulfillment of a

general education requirement, students should consult with the relevant academic

department.

• Students are permitted to receive credit for courses taken at other institutions during

Cornell’s academic year (September through May) only if they have:

1. junior or senior standing,

2. a grade point average of at least 2.5, and

3. filed a Petition of Transfer Credit form with the registrar prior to enrollment

in the course.

4. A maximum of two of these transfer credits can be counted toward the

minimum 31 course credits required for a Cornell degree.

• Students who at the end of their senior year have earned at least 16 course credits at

Cornell may transfer up to 2 course credits (8 s.h. or 12 q.h.) from another institution

to complete their Cornell degree. Seniors with fewer than 16 Cornell course credits

are not permitted to complete their degree by transferring courses. The senior year is

defined as the 8 blocks preceding students’ completion of their final course at Cornell

College. Students are reminded that they must earn 8 of their last 10 credits at

Cornell. (See also General Requirements for Degree Programs, Item 4.)

Exemption, Advanced Placement, and Credit by Examination

In all cases, the final decision as to exemption or advanced placement, with or without credit,

rests with the Cornell departments concerned and the Dean of the College.

Exemption without credit from a prerequisite for any course listed in this Catalogue may be

granted by the instructor.

Cornell College 2016-17 Academic Catalogue 47

Exemption without credit from one or more of the general education requirements for the B.A.

or B.Mus. degree is granted by some departments for superior achievement on certain

examinations. (See Bachelor of Arts, Paragraph 6.)

Credits granted to new students from examinations cannot be counted towards the total credits

needed to exempt a student from a First Year Seminar. Even if a student has more than 7

credits from examinations, they must still take a First Year Seminar.

Cornell accepts the following examinations. The exemption, placement, or credit involved must

be requested by the end of the student's eighth Block at Cornell.

1. Cornell College accepts scores of 3 or higher from most of the College Entrance Examination

Board's Advanced Placement (AP) Examinations. The exemption and/or credit awarded for

various exams and scores can be found on the Registrar’s website

2. The Oxford and Cambridge A-Level Examinations or their equivalents. One or two course

credits, depending upon whether the exemption is for one or two courses, are granted for

scores of 3 or higher.

3. The International Baccalaureate. Two course credits are granted for each score of 5 or above

on a Higher Level examination, and one course credit for each score of 5 or above on a

Standard Level examination, for a maximum of nine course credits. The exemption and/or

credit awarded for various exams and scores can be found on the Registrar’s website

4. Examinations prepared and administered by Cornell departments at their option are an

additional means of earning credit or exemption, subject to the following conditions:

a. Exemption or credit by examination may be given only for courses listed in this

Catalogue.

b. Credit by examination may not be given for any independent study, internship, group or

individual project, tutorial, seminar, special topic, or research course.

c. A student who audits a Cornell course or who is tutored by a Cornell faculty member is

not eligible to receive credit by examination for such work. A Cornell independent study

course (see Courses 290/390 and b. above) is the appropriate vehicle for such work.

d. Credit by examination is an option offered to students who have mastered Cornell's

course material through study by themselves, in high school or elsewhere (but not for a

course for which the student also receives transfer credit), or through some life

experience.

e. Students desiring credit by examination must first receive permission from the

department concerned. A student may receive credit by examination for a maximum of

seven courses (no more than two such credits may be in any one department). The

examinations must be completed by the end of the student's eighth Block at Cornell.

f. Credit will not be granted twice for passing two relatively similar topics. Students who

believe that the two are significantly different should consult the department chair for

permission to receive credit for both. If granted, the chair(s) must notify the Registrar in

writing.

Credit by examination granted by another institution will not automatically transfer to Cornell;

but where the examination is one that is used by Cornell, credit will be given if the student's

performance meets Cornell's standards.

A student who receives credit for a course by examination and repeats that course at Cornell will

have the examination credit subtracted. Also, students are not eligible to receive credit by

Cornell College 2016-17 Academic Catalogue 48

examination for a lower-level course after they have completed or begun a course for which the

other is a prerequisite.

Grades

1. Passing grades are A, A-, B+, B, B-, C+, C, C-, D+, D, D-, P, S, and CR. Failure is denoted by

F, NC, and U.

2. W, WH, or WR are recorded when a student withdraws from a course (see "Adding and

Dropping Courses").

3. P indicates satisfactory performance and is given to indicate completion (complete or

partial) of fine arts participation activities that carry no course credits, e.g., MUS 701 (Music

Performance Seminar).

4. The notation I is given only for work of satisfactory quality that is incomplete because of

illness or emergency (supported in the same way as requests for withdrawals for reasons of

health; see "Adding and Dropping Courses," paragraph 8). Permission to receive an

Incomplete in any course for any reason must be secured from the Registrar before the

instructor may record it on the final grade sheet. The petition for requesting an Incomplete

is available from the Registrar's Office. Students are required to indicate the length of time

they and their instructor need to complete the course. The Registrar will normally approve

any reasonable contract. An Incomplete which has not been removed by the end of the

period specified in the contract will automatically be converted to an F if the student is still

enrolled or will remain an I if the student has withdrawn from Cornell.

5. AU indicates a course audited for no credit (see above, "Auditing Courses").

6. IP indicates a course in progress or one for which a final grade has not been submitted by

the instructor.

7. Only courses taken for grade point credit at Cornell College, exclusive of those graded CR, S,

P, I, IP, AU, NC, W, WH, and WR, are used to compute the student's cumulative grade point

average. For the student's convenience, this average is printed on the unofficial transcript

available online. Grade points are assigned according to the following scale:

= 4.0000

= 3.0000

= 2.0000

= 1.0000

A-

= 3.7000

B-

= 2.7000

C-

= 1.7000

D-

= 0.7000

B+

= 3.3000

C+

= 2.3000

D+

= 1.3000

= 0.0000

8. Cornell offers a Satisfactory/Unsatisfactory (S/U) option to encourage students to explore

new academic disciplines, but departments and interdepartmental programs are permitted

to exclude specific courses from the

S/U option by so stating in the course description.

The S/U option is available to students who have completed a minimum of eight credits

and must be declared when registering for a course or within the first three days of the

course. On the 15th day of the Block (normally the third Friday), the student may rescind the

declaration; if the S/U option is rescinded, the student will receive a grade for the course. No

more than two full S/U credits may be counted toward satisfying the 31 credits required for

graduation.

To exercise this option, students must complete the S/U Form

available at the Registrar’s

office or on the Registrar’s office website and return the form to the Registrar’s Office before

the end of the third day of the block. When this option has been selected, grades of C or

above become Satisfactory (S), and grades of C- or below become Unsatisfactory (U). A

Cornell College 2016-17 Academic Catalogue 49

satisfactory performance ensures credit toward graduation but does not affect grade-point

averages. An unsatisfactory performance does not confer credit, nor does it affect the grade-

point average. For students who have selected the S/U option, instructors will submit grades

and the Registrar changes the grade appropriately.

9. The cumulative grade point average is calculated by dividing the total number of grade

points earned by the total number of courses taken for grade point credit (including courses

graded F). The cumulative grade point average is calculated to four decimal places and is not

rounded. The student's final cumulative grade point average is determined at graduation,

and will not be affected by grades subsequently earned, should the student return to Cornell.

10. Certain courses of the type listed below are graded either as Credit (CR) if the instructor

certifies that the student has done work of "C" quality or better, or as No Credit (NC) if the

student fails to achieve the minimum standard. All work transferred from other institutions,

all credits earned by examinations or advanced placement, all courses numbered in the

900s, and certain other courses identified in this Catalogue by the notation (CR) at the end

of their description are automatically recorded as Credit/No Credit. A few courses offer the

student, with the approval of the instructor, the choice of a regular grade or Credit/No

Credit, and these are marked with (OP) at the end of their description.

11. The grades earned in off-campus courses numbered in the 900s are recorded on the

student's transcript as CR/NC, but are never computed into the student's Cornell grade point

average.

12. Grades are reported by the Registrar to the student and the academic advisor. At the end of

each Block, the student's grade report is available on-line.

13. Students may authorize access to their grades to their parent(s)/guardian through the

Student Shared Information page (

http://www.cornellcollege.edu/information-

technology/training/self-service-registration/self-service/sharing-grades.shtml?). In order

for a parent to see anything, the student must log into the system and set the parent up to

have access. Authorizing access to grades in the self-service system does not change a

students’ FERPA status. (See “Confidentiality of Student Records.”)

14. Students who believe that there is an error in the information reported on their grade report

or that an injustice has been done them in the grading process should consult the Registrar

immediately. After a lapse of one Block from the issuance of the report, the information

becomes a permanent part of the student's official transcript. A student who disputes a final

grade should appeal first to the instructor. If not satisfied, the student should consult the

department chair and then, if need be, the Dean of the College. Although the department

chair and the Dean may act as mediators, the decision of the instructor is final.

15. For an instructor to change a grade, the instructor must submit a request to the Academic

Standing Committee and explain the circumstances prompting the change, e.g., that he or

she miscalculated or has re-evaluated the student's academic performance up through the

close of the Block. After a lapse of one Block from the issuance of the grade report, the

information becomes a permanent part of the student's official transcript. The Committee

does not permit an instructor to change a final grade because of work submitted or revised

after the instructor reported the original final grade to the Registrar.

16. An instructor must report final grades to the Registrar by noon on the Monday following the

close of the Block in which the course was taught, with the following exceptions: Block 4

grades are due the Monday before the start of Block 5, and Block 6 grades are due the first

Monday of Block 7. Although a Block technically ends at 5:00 p.m. on the 18th day of the

course (normally a Wednesday), an instructor may, but is not required to, grant a student an

extension of one or more days. In such cases, students are responsible for turning in their

Cornell College 2016-17 Academic Catalogue 50

work early enough to allow the instructor to grade it and submit the grade to the Registrar by

the Monday noon deadline. If the assignments are not finished and graded by this deadline,

the instructor must issue a final grade based upon the work that the student has actually

completed. No subsequent change of grade is permitted unless the student has been granted

an Incomplete by the Registrar.

17. Credits and grades are posted on the student's transcript at the end of each Block. Unofficial

transcripts are available on-line to current students. Information regarding ordering official

transcripts is available on the Registrar's Office web site.

The Dean's List

Twice each year – at the end of January and the end of May – the Dean of the College recognizes

those students who have earned superior grades during the previous semester and enrolls them

on the Dean's List based upon their semester grade point average.

Highest Honors

4.0000

High Honors

3.8000 – 3.9999

Honors

3.6000 – 3.7999

To be considered for the Dean's List, students must earn grade point credit in at least four

Blocks during the semester (Blocks One through Four for the first semester, Blocks Five through

Eight for the second semester) and must not earn any grades of F, NC, W, or WR, nor have an

unresolved Incomplete on their record at the time the Dean's List is calculated. Grades earned in

music lessons and ensembles are also calculated (except that the grade in MUS 701 is not

calculated).

Graduation

The College confers degrees in May, August, and at the end of block 4; Commencement

exercises, however, are held only in the spring following Block Eight. All candidates for

graduation are required to attend the Spring Commencement unless granted permission by the

Dean of the College to be graduated in absentia.

Students must file an application for graduation (see "General Requirements for Degree

Programs," Paragraphs 2 and 3). Transcripts of work taken at other schools before September of

a student's senior year and statements of confirmation or exemption requested during the

Senior Conference must be received by the Registrar before December 31 if they are to be

credited toward the student's graduation during that academic year.

Candidates who are not enrolled in the year in which they expect to receive their degree must

notify the Registrar's Office before March 1 of their intention to be graduated. If there are any

transcripts or other kinds of documentation needed to complete their degree requirements, the

Registrar will specify the deadline. Seniors on off-campus programs that do not issue final

grades before Cornell's deadline must necessarily postpone their graduation until August. Even

though a student may complete her or his requirements immediately after Commencement, the

degree will not be conferred, nor the diploma awarded, retroactively.

Cornell College 2016-17 Academic Catalogue 51

Participating in Commencement as a Non-Graduate

Students may request to participate in Commencement activities if, at the end of Block 8

of their senior year, they:

1. (a) are within 2 courses of completing their degree requirements, or (b) have only

student teaching and their education seminar remaining;

2. Have earned at least 29 course credits;

3. have a grade point average of 2.0 or higher; and,

4. have paid in full the balance on their Cornell accounts.

In such cases the student receives a blank diploma jacket and is not considered a

graduate. Students will be awarded their diplomas on the degree conferral date

immediately following completion of their degree requirements. Students who

participate in the Commencement exercises as non-graduates may not participate again

when their degree is actually conferred. To apply for permission from the Academic

Standing Committee to participate as a non-graduate and to be graduated in August,

after Block Four, or the following spring, consult the Registrar before March 1.

Students who elect to participate in Commencement as non-graduates do so with the

understanding that they will not be ranked within the graduating class of that or any

other year and may not be eligible for certain honors or for election to honorary societies

that elect members from those seniors scheduled to be graduated in the spring. A

student who believes that he or she may qualify for such honors should postpone

graduation until the following spring and thereby retain her or his eligibility.

Non-graduates who elect to participate in Commencement have 16 months in which to

complete their final requirements, either by returning to Cornell or by transferring the

final credit(s) to Cornell. If the credits are not completed within that time period,

students are considered to be withdrawn and, if they wish to complete their degree at a

later date, must meet the requirements in effect in the Catalogue at that time.

Honors

Students who during their academic career at Cornell have distinguished themselves by

their outstanding scholarship may be eligible for either or both of the following

categories of Commencement Honors:

All-College Honors, based upon a cumulative grade point average for all courses taken

for grade point credit at Cornell College, provided that such courses total 20 or more (16

or more for transfer students), are indicated on the diploma as follows if the student's

average is within the indicated range:

summa cum laude

3.9000 - 4.0000

magna cum laude

3.7000 - 3.8999

cum laude

3.5000 - 3.6999

Cornell College 2016-17 Academic Catalogue 52

Honors in the Major, with the words "with distinction" printed on the diploma, may be

awarded by a major to graduating seniors who have successfully completed (1) a major

with a grade point average of 3.5 or higher in all courses taken within that major; (2) a

project or paper judged to be of honors quality by the faculty of the major; and (3) a

public oral examination on the project or paper (reviewed by at least three faculty

representing two different departments and selected by the major advisor in consultation

with the student) or a public exhibition or recital of artistic merit. Each major may

specify further requirements and establish its own procedures for evaluating the project

or paper. Students interested in earning Honors in the Major should confer with their

department or program chair by the beginning of their senior year.

Graduation Rate

Student Consumer Information, including graduation rates, are available on the

Institutional Research and Assessment website

Transcripts and Verification of Enrollment

The Registrar's Office is responsible for issuing transcripts and verifying the enrollment of

students. Fees and procedures related to ordering official transcripts can be found on the

Registrar's Office web site. Currently enrolled students can print unofficial copies of their

transcript from Self Service under the “Grades” tab at no charge.

The Registrar's Office will verify the enrollment of students for insurance, employment, or other

purposes as requested. In reporting enrollment status to organizations or agencies outside the

College, students enrolled for a minimum of three Block credits (12 semester hours) per

semester will be reported as "full-time." Students enrolled for two Block credits (eight semester

hours) per semester will be reported as "half-time," and students enrolled for fewer than two

Block credits per semester will be reported as "less than half-time." Students can print

enrollment verifications through the Registrar's Office secure web site.

Academic Review: Warning, Probation, and Suspension

The Academic Review Process is intended to help students meet the standards required for

graduation. The Academic Standing Committee regularly reviews the academic record of all

students enrolled in the College. Students are expected (a) to maintain a cumulative grade point

average (GPA) of 2.00 or higher, and (b) to earn one course credit every Block, so that they will

graduate in four years. Students may lose one course credit over their four years and still

graduate at the end of four years. Students are expected to earn at least 7 course credits during

their first year, at least 15 by the end of their sophomore year, and at least 23 by the end of their

junior year. Students must earn 31 credits to graduate. Transfer students and students who

withdraw from Cornell and then re-enter are assigned a class standing (e.g., sophomore) and are

expected to keep up with their class. (See also Satisfactory Academic Progress Policy.) When

students fall below or are at risk of falling below GPA expectations or falling behind on course

credits necessary for graduation, they are subject to academic notifications and sanctions.

Students who are in academic difficulty are expected to work with their instructors, their

academic advisors, the Coordinator of Academic Support and Advising, members of the

counseling staff, the Center for Teaching and Learning, the Registrar, other professionals, and

their parents to identify and resolve the problems that are causing their academic difficulties.

Cornell College 2016-17 Academic Catalogue 53

Students in academic difficulty should give serious thought to revising their registrations to

include courses in which they have a greater chance of success. Failure to heed these

notifications and to seek appropriate help may lead to continued academic difficulty which may

result in suspension and dismissal.

The gradations of notifications and sanctions issued by the Committee are described below.

These notifications and sanctions are arranged in order of seriousness.

Warning

Academic Warning is an indicator that the student may become liable for a more serious

academic sanction, including Suspension, if grades do not improve or the student does

not earn academic credits. Students on Warning have no restrictions on their right to

take courses and participate in all the activities of the College. However, they need to

monitor their activities to make sure that they do not fall into greater academic difficulty.

A student on Warning may be subject to suspension at the end of a semester for an

extremely poor academic performance (see 2.a.vi). A student on Warning may be

required to draw up, sign, and fulfill a Learning Contract. The Contract will bind the

student to additional conditions in order to continue as a student at Cornell.

Probation

Academic Probation is an indication that, unless improvement in a student’s academic

performance can be demonstrated, that student risks suspension from Cornell. Students

on Probation have no restrictions on their right to take courses and participate in all the

activities of the College. However, they need to bring up their semester or cumulative

GPA to 2.00 and/or make up lost credits as quickly as possible. They may need to curtail

their non-academic activities to make sure that they do not fall into even greater

difficulty. A student on Probation is required to draw up, sign, and fulfill a Learning

Contract. The Contract will bind the student to additional conditions in order to continue

as a student at Cornell.

Suspension and Probationary Suspension

The phrase “subject to suspension” means that the Academic Standing Committee places

students on Suspension or Probationary Suspension at its own discretion. The primary

criterion for determining a student’s probationary status is whether the student has a

reasonable chance to graduate from Cornell if that student continues at Cornell or

whether the student would benefit from time spent away from the College.

Students whose academic record is such that they are subject to Suspension at the end of

a semester are given the opportunity to (a) explain their academic troubles, (b) outline a

plan for improving their academic performance, and (c) discuss their commitment to

following through on this plan. They must submit this information to the Committee

prior to the time the Committee meets to conduct its academic review of students for the

semester. The actions of the Committee are not subject to appeal.

Cornell College 2016-17 Academic Catalogue 54

Probationary Suspension

Students who are subject to suspension but who have, prior to the Academic

Standing Committee’s deliberations, presented a plan for improving their academic

performance that the Committee deems compelling, may be placed on Probationary

Suspension. These students continue on Probation but may have additional

restrictions and obligations as specified by the Committee. Students whom the

Committee deems to have violated these additional restrictions and obligations will

be subject to Academic Suspension.

Suspension

An individual who is suspended for unsatisfactory academic performance has their

status as a student revoked and is denied permission to continue to attend classes, to

enroll in subsequent terms, to reside in College housing, to receive Cornell-funded

financial aid, and to participate in Cornell-sponsored extracurricular activities in

ways that are not also open to the general public. The student must leave the campus

within three days after notification unless granted an extension by the Dean of

Students. The individual may apply for readmission to the College once they have

met stipulations laid out in their suspension letter.

Dismissal

Students are academically dismissed if they have been suspended once before in their

career at Cornell, have been readmitted, and are now being suspended for a second time.

Such students are not permitted to apply for readmission to the College.

The Academic Standing Committee reviews students’ records after each Block. The conditions

under which students are liable for a notification or sanction are described below.

1. After each of Blocks 1-3 or 5-7 (see Fig. 1) students are:

a. Given an ACADEMIC WARNING

i. if their cumulative GPA falls below 2.0 (Note: first-Block students are allowed

one C- before this category applies to them.), or

ii. if the average GPA of their four most recent courses falls below 1.25.

b. Placed on ACADEMIC PROBATION

i. if they receive a second grade of F or NC within a semester.

ii. if their cumulative GPA is below 2.00 and the average GPA of their four most

recent courses falls below 1.25.

2. After each semester, students are:

a. Reviewed for grade performance (see Fig. 2) and

i. Given an ACADEMIC WARNING if their cumulative GPA is above 2.0, but their

semester GPA is between 1.25 – 1.99.

ii. Placed on ACADEMIC PROBATION if their cumulative GPA is above 2.0, but

their semester GPA is below 1.25.

iii. Placed on ACADEMIC PROBATION if their cumulative GPA is below 2.0 and

semester GPA is between 1.25 – 1.99.

iv. Continued on ACADEMIC PROBATION if their cumulative GPA is below 2.0 and

their semester GPA above 2.0.

Cornell College 2016-17 Academic Catalogue 55

IGURE

CADEMIC

EVIEW AFTER EACH

LOCK

CADEMIC

WARNING

CADEMIC

PROBATION

Cumulative GPA <

Semester GPA < 1.25

F or NC in a

v. Subject to SUSPENSION from the College if they have been on ACADEMIC

PROBATION for a semester and their semester GPA is below 2.0.

vi. Subject to SUSPENSION from the College if their cumulative GPA is below 2.00

and their semester GPA is below 1.25.

b. Reviewed for earned credit (see Fig. 3) and

i. Given an ACADEMIC WARNING if they will be unlikely to be graduated in four

years (32 Blocks). (See Fig. 4)

ii. Placed on ACADEMIC PROBATION if they will be unlikely to be graduated in

four and one-half years (36 Blocks). (See Fig. 4)

iii. Placed on ACADEMIC PROBATION, at the Committee’s discretion, if they have

lost two course credits during that semester (note – the first vacation Block

taken in any academic year is not counted as a lost course credit). Students are

considered to have lost a course credit if they:

(a) take more than one vacation Block per year;

(b) receive a grade of F or NC; or

“withdraw” and “withdrawal” refer to those situations in which students

receive a W or WR notation on their transcripts.

IGURE

CADEMIC

EVIEW AFTER EACH

EMESTER

–

GRADES

Cumulative GPA < 2.00 and Semester GPA

<1.25

Semester GPA < 2.00 and already on

Academic Probation for a semester

ISK

SUSPENSION

Cumulative GPA < 2.00; and

1.25 >Semester GPA <1.99

Cumulative GPA < 2.00 and Semester GPA

>2.00

Cumulative GPA > 2.00; and

1.25 >Semester GPA <1.99

Cumulative GPA > 2.00 but Semester GPA

<1.25

CADEMIC

WARNING

CADEMIC

PROBATION

ONTINUE ON

ACADEMIC

PROBATION

Cornell College 2016-17 Academic Catalogue 56

IGURE

CADEMIC

EVIEW AFTER EACH

EMESTER

CADEMIC

WARNING

CADEMIC

PROBATION

Unlikely to graduate in 4 years

Lost 2 credits in the course of that semester

Unlikely to graduate in 4 ½ years

IGURE

REDIT

XPECTATIONS

To graduate with 31 credits in 4 years (32 blocks),

students are expected to earn:

• 7 credits in their 1

year

• 15 credits by end of 2

year

• 23 credits by end of 3

year

Students who fail to achieve these numbers will receive an

Academic Warning. This warning citation may last until student

earns 27 credits.

To graduate in 4 ½ years (36 blocks), students are

expected to earn:

• 5 credits in their 1

year

• 13 credits by end of 2

year

• 21 credits by end of 3

year

Students who fail to achieve these numbers will be placed on

Academic Probation. This probation citation may last until

student earns 27 credits.

Cornell College 2016-17 Academic Catalogue 57

Leave of Absence

A non-academic leave may be granted by the Dean of Students because of medical, financial,

personal, family, or other problems that are best treated away from Cornell. A student who takes

an approved non-academic leave of absence is considered to have withdrawn from Cornell and

Cornell's withdrawal policy applies. A non-academic leave of absence is approved if

• the student has made a written request to the Dean of Students; and

• the Dean of Students has determined that there is a reasonable expectation the student will

return from the leave, and has granted written approval. Failure to return by the agreed

upon return date will result in the student being officially withdrawn from the College.

Cornell College policy restricts leaves of absence to a maximum of 90 days unless an extension is

granted by the Dean of Students.

During a leave, the student will be considered withdrawn from Cornell, thus, ineligible for Title

IV (federal) financial assistance during that time.

During a leave of absence, the student surrenders the privileges of regularly enrolled students,

and is, therefore, not permitted to live in College housing, use College facilities, or to participate

in any Cornell-sponsored extracurricular activities in ways that are not also open to the general

public.

Conditions for return include the student continuing to fulfill payment arrangements with the

College while on a leave of absence.

The student should consult with his or her insurance carrier regarding potential insurance

claims or medical expenses that may be acquired during a planned leave of absence.

This Leave of Absence policy does not refer to the Federal Title IV definition of a Leave of

Absence, but is a Cornell College policy.

For information on requesting an academic leave of absence for the purpose of participation in

off-campus study programs not affiliated with Cornell (see "Other Off-Campus Study").

Withdrawal from the College

To withdraw from Cornell College, a student must apply to the Dean of Students. Should a

student leave without official permission, he or she will have the grade of F recorded for each

course in progress. Students who have not attended classes for 60 calendar days and have not

filed for a Reduced Program (see Reduced Programs) or a Withdrawal will be dropped from the

College.

Students must vacate residence hall rooms within 48 hours of initiating the withdrawal process

unless permitted otherwise by the Dean of Students.

Students who are recipients of financial aid or who hold Cornell scholarships or campus

employment should, before withdrawing, discuss with the Office of Financial Assistance the

consequences if they later wish to return to Cornell and need aid.

Cornell College 2016-17 Academic Catalogue 58

Students who plan to finish an academic year but not return the following fall may not register

for classes, participate in room selection, and must notify the Dean of Students of their intended

withdrawal by the first Wednesday of Block Eight or the student's enrollment deposit will be

forfeited.

Readmission

A student who withdraws voluntarily, who is dropped for non-attendance, or who is suspended

for academic, disciplinary, or financial reasons is not guaranteed readmission. Such persons

may, however, apply for readmission to the Academic Standing Committee by sending their

request to the Registrar at least one month before the start of the Block in which they wish to re-

enroll. A Cornell student who leaves and is later readmitted returns under the Catalogue in

effect at the time of readmission. In the case of a student who was suspended, the appropriate

conditions, as stated in the letter of suspension, must have been satisfied before the Committee

will act upon the request. Students, regardless of the type of withdrawal or suspension, will be

evaluated for readmission on their academic achievement, good citizenship, and satisfactory

discharging of their financial obligations to the College while at Cornell and subsequently.

A student who has been classified by the College as a "readmitted student" is not eligible to

receive transfer scholarships offered by Cornell. Consult the Office of Financial Assistance with

any questions or concerns.

At the time the student withdraws voluntarily, is dropped for non-attendance, or is suspended

for academic, disciplinary, or financial reasons, the student forfeits any financial assistance that

was previously awarded. This includes any scholarship, grants, loans, or work study the student

may have had.

If the student is readmitted, his/her financial assistance, including previous academic and fine

arts awards, will be reviewed at that time and based upon current academic and financial

information.

Please contact the Financial Assistance Office if you have questions.

Cornell College 2016-17 Academic Catalogue 59

COURSES OF INSTRUCTION

General Information about Courses

Numbering

The first of the three digits which designate the courses of this Catalogue generally

indicates the following level or type of course:

1xx. introductory courses in the discipline;

2xx. intermediate courses in the discipline;

3xx. advanced courses in the discipline. These courses are not generally open to first-

year students;

4xx. courses for seniors and/or departmental majors. Some of these courses are seminar,

research, and thesis courses;

5xx. adjunct courses, almost all for 1/4 course credit;

6xx. Special Studies, open only to B.S.S. degree candidates;

7xx. music performance lessons and ensembles, English, and Theatre participation

activities; and

9xx. Cornell-affiliated off-campus programs.

Punctuation

When one course number is printed next to another, the following marks are used to

indicate their relation to each other:

hyphen-the first course is a prerequisite for admission to the second [MAT 327-328], or

the second to the third [RUS 101-102-103];

semicolon-the first course is designed for first year students and sophomores or non-

majors, the second course for majors or other advanced students in the department

[ART 231; 331].

Credit

Courses carrying one full course credit (the equivalent of four semester or six quarter

hours) have no notation after their titles. Exceptions are indicated: (1/4) one quarter of a

course credit; (1/2) one half of a course credit; (1/2-1) one half or one course credit, as

the student chooses and if the instructor concurs. (See One Course At A Time, item 5.)

Prerequisites

If a prior course or courses must be taken before another course can be taken, that

information is listed after the course description as "Prerequisite(s)." However, a student

who has taken or learned the equivalent of the prerequisite elsewhere may take the

course. Hence the phrase "or equivalent" is not generally used in this Catalogue.

Similarly, since any instructor may with sufficient cause waive the prerequisite(s) for a

course upon request, the phrase "or with permission of the instructor" is not generally

used either. Hence, when the phrase "permission of the instructor" does appear as the

sole prerequisite, it means that permission must be obtained before a student may

Cornell College 2016-17 Academic Catalogue 60

Finally, for brevity, the phrase "junior standing" is considered to apply here to both

juniors and seniors, and the phrase "sophomore standing" applies to all three upper

classes.

Repeat Policy

Course descriptions specifically indicate whether the course may be repeated for credit.

All courses which do not specify a repeat policy are subject to the rules specified under

the heading "Repeating Courses". See Repeating Courses.

Chronology

Courses that are described on the following pages without a chronological reference are

normally offered every year. The notation "alternate years" indicates that the course is

usually offered every other year. A few courses are "offered every third year." Others are

not offered on a regular basis and are designated as "not offered every year", "offered

upon request", or "offered subject to the availability of faculty".

When planning beyond the current year, students must take into account the fact that

some of their courses may not be offered every year and must therefore schedule such

courses in the years when they are offered. The actual offerings for any academic year are

published the preceding spring in the Course Schedule. For the scheduling of courses not

offered annually or not advertised on the Course Schedule, students should consult the

department chair or the instructor.

Abbreviations

The following notations are used: (CR)-a course graded only Credit/No Credit; (OP)-a

course where the student with the consent of the instructor may elect to receive either a

regular grade or Credit/No Credit; however, students who desire a regular grade must

inform the Registrar of this fact before the end of the third day of the term in which the

course is undertaken; (NS)-a course where the student cannot use the

Satisfactory/Unsatisfactory grading option.

Faculty

For a complete listing of all faculty engaged in the academic program, please refer to the

Faculty by Department website

Cornell College 2016-17 Academic Catalogue 61

The Catalogue of Courses, arranged alphabetically by Department. To see the

current course schedule, please see Self-Service or the online

Registration

System.

Anthropology (ANT)

See Sociology/Anthropology

Archaeology (ARC)

Advisors: Ellen Hoobler

Archaeology is a multi-disciplinary field that emphasizes the interpretation of material remains

in order to understand a culture's history, demographics, religions, economic exchange, political

systems, and social values. Archaeologists can specialize in traditionally scientific areas, such as

floral and faunal remains and forensic archaeology (biology), the chemical composition of

ceramics or preservation of delicate paintings (chemistry), or the petrology and geomorphology

of lithics and the ability to survey and map sites (geology). Archaeologists use computer

software to record and catalog data and to map, and sometimes reconstruct, ancient sites.

Historical archaeologists must be able to read coins, inscriptions, and the preserved writings of a

culture (languages). Finally, archaeologists need to be able to understand human interaction

(anthropology) suggested by the art and artifacts of a culture (art history). In short, to be a good

archaeologist, one needs a broad liberal arts education with emphases in one or more specific

areas.

Students may develop an individualized major in Archaeology by following the

recommendations given below and filing with the Registrar a

Contract for an Individualized

Major. See Declaration of Degree Candidacy, Majors, and Minors, item 3c. For students

intending to attend graduate school in Archaeology, it is also highly recommended to have an

additional major or minor in a related discipline (e.g., Anthropology, Art History, Classical

Studies, Geology, History, Religion, or Spanish).

Archaeology faculty members: Rhawn Denniston, John Gruber-Miller, Ellen Hoobler, ,

Christina Penn-Goetsch, Philip Venticinque

Major: A minimum of eleven course credits, at least five of which must be at the 300/400 level,

from the following categories:

1. Core courses: ANT 101 (Cultural Anthropology), 110 (Introduction to Archaeology); two

courses in biology, chemistry, or geology; and language through 205.

2. Courses defined by Time and Place:

Choose option 1 or 2 from each of the following two sections:

a. Time:

i. Pre-historic: ANT 105 (Human Origins); and either ART 223 (Utilitarian

Ceramics) or at least one additional course in science [e.g., CHE 202

(Analytical Chemistry); GEO 122 (Climate Change), 212 (Mineralogy), 320

(Geomorphology), 324 (Sedimentology and Stratigraphy)].

ii. Historical: at least one 300-level course in the language of the region you are

interested in studying.

Cornell College 2016-17 Academic Catalogue 62

b. Place:

i. Old World: three courses from art history, classical archaeology, or history

[e.g., ART 251 (Greek and Hellenistic Art), 252 (Etruscan and Roman Art),

263 (African Art); CLA 381 (Greek Archaeology), 382 (Roman Archaeology).

ii. New World: three courses from anthropology, art history, Latin American

Studies, or religion [e.g., ANT 206 (West Indian People and Culture); ART

265 (Ritual Arts of the African Diaspora), 266 (American Indian Art: Gender

and the Marketplace); HIS 141 (Latin American History); SPA 385 (Latin

American Culture and Civilization)].

3. Two additional courses related to archaeology approved by the student's archaeology

advisors.

4. Capstone Experience: Applied Archaeology 485 or Archaeology Capstone 485.

Highly recommended: CSC 222 (Geographic Information Systems), ANT 311 (Introduction

to Archaeological Field Methods) and/or some fieldwork or museum experience.

Other relevant courses may count toward the major with the permission of the archaeology

advisors.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

485. Applied Archaeology or Archaeology Capstone

Independent, interdisciplinary project, required of all majors during their senior year.

Prerequisite: permission of the Archaeology advisor.

Art and Art History (ART)

Susannah Biondo-Gemmell, Ellen Hoobler, Christina Penn-Goetsch (chair), Anthony Plaut

The offerings in the Department of Art and Art History are designed for the major who is

involved in the production of art and the study of art history, the major intending to teach art,

and the non-major who wishes to develop insight into the fields of studio art and art history

Studio Art Major: A minimum of 12 course credits in art and art history, which include the

following required courses: [1] three course credits in art history [AH], one of which must be

260, 264, 362, or 363; [2] five course credits in studio art [SA]; [3] one additional course in

studio art [SA] or art history [AH]; [4] 483 (to be taken in the senior year); and [5] 391 and 487

(to be taken in the senior year). Four of the above 12 courses must be at or above the 300 level.

ART 371 may not be counted toward the major. Transfer students must take a minimum of six

courses, including ART 391, 483 and 487, from the Cornell College Department of Art and Art

History.

Art History Major: A minimum of 11 course credits in art and art history: [1] three course

credits in studio art [SA]; [2] five course credits in art history [AH]; [3] 484; and [4] 392 and

487 (to be taken in the senior year). Four of the above 11 courses, including ART 392, 484, and

487, must be at or above the 300 level. ART 371 may not be counted toward the major. Transfer

Cornell College 2016-17 Academic Catalogue 63

students must take a minimum of six courses, including ART 484 and 487, from the Cornell

College Department of Art and Art History.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

art should seek admission to the Teacher Education Program. See the Education department

section for application and certification information (pages 109-111).

Minors: Two minors are available. No courses, except ART 103 and ART 104, may be counted

toward more than one minor under the supervision of the Department of Art and Art History.

Transfer students must take at least three courses from the Cornell College Department of Art

and Art History.

Art History Minor: A minimum of six course credits in art and art history which include at least

four art history courses [AH] and two studio art courses [SA]. Individual projects and tutorials

in art history (ART 292 and 392) or studio art (ART 291 and 391) will not be counted toward

fulfillment of the minor.

Studio Art Minor: A minimum of six course credits in art and art history which include at least

four studio art courses [SA], and two art history courses [AH], one of which must be 260, 264,

362, or 363. Individual projects and tutorials in art history (ART 292 and 392) or studio art

(ART 291 and 391) will not be counted toward fulfillment of the minor.

103; 203. Drawing I and II

Interaction with art elements, line, form, space, value, texture, pattern, and color, using limited

media. May be repeated as ART 203 taken with a different instructor. No S/U option. [SA] (Fine

Arts)

104. Studio Art Basics 3D

Introductory-level studio art course exploring art elements, concepts, and history. Three

versions are offered on a rotating basis: 2-D, 3-D, and Photo Imaging. No S/U option. [SA] (Fine

Arts)

151. Art and Culture (W)

A thematic introduction to the subjects of art history, the language, and the methods used in the

discipline, with a specific focus on the relationship of form and content. The course examines

works of art as expressions of social, intellectual, religious, and aesthetic values. No S/U option.

[AH] (Writing Requirement)

207. Photography

An introduction to camera use, black and white film, and darkroom techniques with an

emphasis on photography within an art context. The art department will provide students with a

35mm SLR film camera. Prerequisite: any 100-level studio art course. No S/U option. [SA] (Fine

Arts)

211. Sculpture

The making of three-dimensional art forms using a variety of techniques, primarily with clay,

plaster, and mixed media. Prerequisite: any 100-level studio art course. No S/U option. [SA]

(Fine Arts)

220-222. Topics in Studio Art

See Topics Courses. No S/U option. [SA] (Fine Arts)

Cornell College 2016-17 Academic Catalogue 64

223. Utilitarian Ceramics

What is the “language” of pottery and how does it differ from sculpture? What details must

artists consider as they create objects for the purpose of utility? In this course, students will use

clay to explore pottery forms and the role of functionality today. Students will learn both wheel-

throwing and hand-building techniques in order to create utilitarian ceramic objects. Both

historical and contemporary pottery will be explored through studio projects, art historical

readings/presentations, and individual research. Students will be involved in every step of the

ceramic process from mixing clay, forming and glazing functional works of art, and

loading/firing kilns. Prerequisite: any 100 level Studio Art course. No S/U option. [SA] (Fine

Arts)

224. Sculptural Ceramics

How does ceramics straddle the line between craft and high art? How does an artist use a

traditional craft medium, clay, in order to explore sophisticated concepts/ideas? In this course,

students will focus on clay as a sculptural medium. Students will learn hand-building

techniques, including pinch, coil, and slab, in order to create clay sculptures. The role and

processes of ceramic sculpture will be explored through studio projects, art historical

readings/presentations, and individual research. Students will be involved in every step of the

ceramic process from mixing clay, forming and glazing sculptural works of art, and

loading/firing kilns. Prerequisite: any 100 level Studio Art course. No S/U option. [SA] (Fine

Arts)

232; 332. Drawing Life I and II

A variety of drawing techniques and concepts explored with emphasis on the human figure. May

be repeated as ART 332. Alternate years. Prerequisite: any 100-level studio art course. No S/U

option. [SA] (Fine Arts)

238. Papermaking

This studio course introduces sculpture, installation, and bookmaking using handmade and

found paper. Students make Japanese, Nepalese, and European style papers and review the

work of current artists manipulating paper to express ideas. No S/U option. [SA] (Fine Arts)

242. Painting

An introduction to the use of acrylic paint as a fine art medium. Observational, abstract, and

non-objective approaches will be explored. Prerequisite: any 100-level studio art course. No S/U

option. [SA] (Fine Arts)

251. Greek and Hellenistic Art

A review of the ancient art of the Mediterranean provides a foundation for an examination of the

arts of ancient Greece from the Archaic to the Hellenistic periods. Offered every third year.

Elective for Classical Studies majors. No S/U option. [AH] (Humanities)

252. Etruscan and Roman Art

Hellenistic era through the end of the Roman Empire, including the visual arts from the

Etruscan peoples to the early Christians. Offered every third year. Elective for Classical Studies

majors. No S/U option. [AH] (Humanities)

256. Italian Renaissance Art

The visual arts of Italy from the late medieval period through the end of the sixteenth century.

Cornell College 2016-17 Academic Catalogue 65

Artists covered include Leonardo da Vinci, Michelangelo, Raphael, Donatello, and Titian.

Elective for Medieval and Early Modern Studies majors. No S/U option. [AH] (Humanities)

257. Medusa's Gaze: Art/Age of Galileo

Visual arts of Western Europe, from the early seventeenth century to the mid-eighteenth

century. Examples of seventeenth-century artists include Caravaggio, Bernini, Borromini,

Gentileschi, Rubens, Rembrandt, and Vermeer. Alternate years. Elective for Medieval and Early

Modern Studies majors. No S/U option. [AH] (Humanities)

259. Art, Identity, and Revolution: Late Eighteenth and Nineteenth Century Art

Investigation of four European movements (Neoclassicism, Romanticism, Realism, and

Impressionism) from the mid-eighteenth century through the nineteenth century. Subject to

availability of faculty. No S/U option. [AH] (Humanities)

260. Modern Art

Investigation of the development of Modernism and its demise during the second half of the

twentieth century. Multiple styles are discussed from the late nineteenth century to 1960. No

S/U option. [AH] (Humanities)

263. The Arts of West and Central Africa

Survey of the visual arts of Africa south of the Sahara based on the cycle of life in Africa. Culture

and art objects will be discussed thematically, focusing on issues of birth and abundance,

initiations, sexuality and partnership, status and royalty, secret societies, as well as death and

the ancestors. Topics discussed will include traditional dress, decorated utensils and weapons,

body arts, sculpture, painting, weaving, pottery, and architecture. The emphasis will be placed

on the object as art form and as conceptual tool to translate socio-political ideas. Offered every

third year. Elective for Ethnic Studies major. No S/U option. [AH] (Humanities)

264. African American Art: Intersectionality in the United States

This course provides an introduction to the visual arts produced by people of African descent in

the United States from colonial times to the present. Artists, art movements, the relationship of

art to politics, and the formation of racial and cultural identity will be examined. The emphasis

will be placed on the object as art form and as conceptual tool to translate socio-political ideas.

This course also counts towards the GSS major. Offered every third year. No S/U option. [AH]

(Humanities)

265. Arts of the African Diaspora: Latin America and the Caribbean

In this course, the religious and aesthetic practices of West and Central Africa and their

significance, preservation, and transformation in the Americas from the period of slavery to the

present will be examined. The focus of the class will be on the arts of Haiti, Cuba, Mexico, and

Brazil. No S/U option. [AH] (Humanities)

266. American Indian Art: Gender and the Marketplace

Introduces students to traditional and contemporary art made by indigenous individuals and

groups in North America. Participants examine sculpture, painting, pottery, textiles, and human

adornment. The course is organized according to cultural areas; however, common thematic

issues and the effects of colonialism are stressed in discussion and assigned readings. This

course also counts towards the GSS major. Offered every third year. No S/U option. [AH]

(Humanities)

Cornell College 2016-17 Academic Catalogue 66

268. Pre-Columbian Mexico through its Art and Architecture

This class will explore, through the selection of a limited number of works of art and

architecture, the rich artistic traditions of pre-Columbian Mexico. Although the course’s

geographical and historical reach is large (spanning over 3,000 years of history and a broad

swath of North America), the works that we will examine are selective rather than

comprehensive, and certain recurring themes will be emphasized in class discussions. Such

themes include: Mesoamerican rulership and its representation; various cultures’ approaches to

life and death and how they are reflected in art and material culture; Mesoamerican cities and

urban planning; materials and “material meanings”; uses of technology in understanding the

pre-Columbian world; collecting the pre-Columbian past; and continuities of pre-Columbian

culture after 1521. Class discussions, one field trip, and assigned readings are intended to help

students in the critical evaluation of this art. Class sessions will be a mixture of illustrated

lectures and discussion. Elective for Latin American Studies majors. [AH] (Humanities)

274-279. Topics in Art History

Various art history offerings at the intermediate level. Courses integrate material from other

disciplines. Upcoming topics may include: Masculinity and the Male Nude, Museum Studies (In

Chicago, Illinois), Pre-Columbian Art, and Islamic Art and Architecture. See Topics Courses. No

S/U option. [AH] (Humanities)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380. No S/U option.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390. No S/U option. Half-credit projects are not permitted.

291. Studio Tutorial

Sustained projects in studio art. Prerequisites: a minimum of three college-level art courses,

experience in the medium of the tutorial, and permission of the instructor at least two terms in

advance. May be repeated for credit. No S/U option. [SA]

292. Art History Tutorial

An examination of one or more areas of art history not included in the regular offerings, or

expanded research of a topic introduced in an art history course previously studied.

Prerequisites: a minimum of two college-level art history courses, appropriate experience in the

area of proposed study, and permission of the instructor at least two terms in advance. May be

repeated for credit. No S/U option. [AH]

306. Intermedia

Production and analysis of time-based visual art. Introduction to the practice, history, and

theory of avant-garde visual art in the twentieth century and beyond. Students will work

individually and collaboratively with video, sound, performance, photography and the internet.

Prerequisite: any 200-level studio art course. Alternate years. No S/U option. [SA] (Fine Arts)

307. Advanced Photography

Advanced work in photography, with opportunity for maximum creative activity. Prerequisite:

ART 207. Alternate years. No S/U option. [SA] (Fine Arts)

310. Collage and Assemblage

Studio course centered on the making, presenting, and analysis of two-and three-dimensional

Cornell College 2016-17 Academic Catalogue 67

art made from "found" materials. Students are responsible for acquiring suitable materials.

Prerequisite: any 200-level studio art course. Alternate years. No S/U option. [SA] (Fine Arts)

312. Sculpture–Casting

The making of three-dimensional art forms using mold-making techniques. Students will cast

clay and other sculptural materials. Prerequisite: any 200-level studio art course. Offered every

third year. No S/U option. [SA] (Fine Arts)

343. Observational Painting

Upper-level painting course with an emphasis on looking at the physical world and recording

these observations with paint. Subject matter will include still life, human figures, architecture,

and landscapes. Prerequisite: ART 242. Offered every third year. No S/U option. [SA] (Fine

Arts)

344. Abstract Painting

Upper-level painting course with an emphasis on looking at the physical world and then

responding with expressive exaggerations. Prerequisite: ART 242. Offered every third year. No

S/U option. [SA] (Fine Arts)

345. Non-Objective Painting

Upper-level painting course that explores the possibility of making paintings that have little or

no reference to material reality. Prerequisite: ART 242. Offered every third year. No S/U option.

[SA] (Fine Arts)

353-355. Advanced Topics in Studio Art

See Topics Courses. (Fine Arts)

361. Saints and She-Devils

Examination of some of the most common depictions of women during the late Medieval and

Renaissance periods, beginning with Eve and the Virgin Mary. Themes include popular images

of the hag, the witch, and the prostitute as well as other depictions that demonstrate how man is

led astray by feminine wiles. Readings span from the Bible and Thomas Aquinas to

contemporary scholars in gender studies. This course also counts towards the GSS major.

Prerequisite: GSS 171, HIS 102, HIS 304, HIS 319, REL 222 or any 200-level art history course.

Alternate years. No S/U option. [AH] (Humanities)

362. Art Since 1960

This course looks at the major movements, aesthetic theories, and critical debates related to art

in the late 20th century in order to gain a better understanding of the diversity of contemporary

practices. Students will be introduced to minimalism, conceptual art, institutional critique,

feminist art, process and body art, postmodernism, and globalism. Prerequisite: Any 200-level

art history course. Alternate years. No S/U option. [AH] (Humanities)

363. Feminist Art

Investigation of the feminist art movement of the 1970s to the present, as well as contemporary

artwork by women artists. Readings and lectures focus on feminist approaches to gender,

ethnicity, class, sexual orientation, and colonialism. This course also counts towards the GSS

major. Prerequisite: 200-level art history course or GSS 171. Alternate years. No S/U option.

[AH] (Humanities)

Cornell College 2016-17 Academic Catalogue 68

364. Rome Reborn: Caput Mundi in Ancient, Renaissance, and Modern Contexts

Antiquity, Christianity, and Facism (in Rome)

This upper-level course, traces the history of the Eternal City from antiquity and the world of

Julius Caesar and Augustus to the Rome of the early modern popes and the imperialist vision of

Fascist dictator Benito Mussolini. Topics include the evolution of the ancient city into the capital

of the Roman Empire, the Christianization of Rome and the Church Triumphant of the Counter

Reformation as well as urban planning and reconstruction under Mussolini. This course is

particularly appropriate for students interested in the use of art, architecture, and urban design

as persuasive or visual rhetoric. In Rome. Prerequisite: junior or senior standing or completion

of a 200-level art history course. Additional fee required. No S/U option. (Humanities)

371. Art Methods

Current K-12 methods in the teaching of art. Special emphasis on the materials and methods

needed to be a creative art teacher. Lesson and unit design, computer applications, student

assessment, classroom management, and 30 hours of observation and practicum work in the

local schools. Required of all Education majors seeking K-6 and/or 7-12 certification

recommendation(s) in art. Optional for general elementary education majors. This course

cannot be used for credit toward an Art major or minor. Prerequisites:EDU 205, EDU 215, EDU

230, EDU 240, and admission to Teacher Education Program. No S/U option. (Teacher

Preparation)

375-379. Advanced Topics in Art History

Examination of particular themes in art history. The course integrates material from other

disciplines. Upcoming topics may include: African Masquerade; Mexican Modernism; The

Sistine Chapel; Leonardo, Michelangelo, and Raphael; Monet and the Impressionists; Frida

Kahlo and Georgia O'Keeffe; Art and Empire; Classical Architecture; and the City of Rome (In

Rome, Italy). Prerequisite: 200-level art history course or permission of instructor. Alternate

years. No S/U option. See Topics Courses. [AH] (Humanities)

391. Advanced Studio Tutorial

Sustained projects in studio art. Prerequisites: a minimum of three college-level art courses,

experience in the medium of the tutorial, and permission of the instructor at least two terms in

advance. May be repeated for credit. No S/U option. [SA]

392. Advanced Art History Tutorial

An examination of one or more areas of art history not included in the regular offerings, or

expanded research of a topic introduced in an art history course previously studied.

Prerequisites: a minimum of two college-level art history courses, appropriate experience in the

area of proposed study, and permission of the instructor at least two terms in advance. May be

repeated for credit. No S/U option. [AH]

483. Studio Art Seminar

Readings and discussions about theories of art in conjunction with a studio practicum. Includes

a week long stay in Chicago. Additional fees requried. No S/U option. Prerequisite: ART 260,

264, 362, or 363. Junior standing and declared Studio Art major. [SA]

484. Art History Seminar

Readings and discussions about theories of art and the methodologies of art history with a

practicum. Includes a week long stay in Chicago. Additional fees required. Alternate years. No

S/U option. Prerequisites: declared Art History major. [AH]

Cornell College 2016-17 Academic Catalogue 69

487. Senior Thesis

A substantial capstone project to be completed during the senior year. Studio majors conceive,

create, and mount an exhibition of a new body of work. Art history majors research an art

historical problem, write a research paper, prepare an abstract, and provide a public

presentation of their work with the goal of creating an original contribution to the discipline. An

oral defense is required for either major. No S/U option.

514. Life Drawing (1/4)

Open studio for working from the human figure. Does not fulfill fine arts credit. (CR) No S/U

option.

951. London and Florence: Arts in Context: See ACM Programs

952. Florence: Arts, Humanities, and Culture: See ACM Programs

967. ACM: Chicago Program - Arts, Entrepreneurship & Urban Studies: See ACM

Programs

Biochemistry and Molecular Biology (BMB)

Program Advisors: Jeffrey Cardon and Craig Tepper

Faculty: Jeffrey Cardon, Barbara Christie-Pope, Marty Condon, Charles Liberko, S. Andy

McCollum, Tammy Mildenstein, Brian Nowak-Thompson, Jai Shanata, Cynthia Strong, Craig

Teague, Craig Tepper

This interdisciplinary major is designed to prepare students for graduate school or a technical

career in biochemistry/molecular biology. It is also a suitable preparation for the health

professions. The curriculum is drawn from the Departments of Biology and Chemistry, with

emphasis on cellular biology, genetics, and biochemistry, and laboratory techniques in these

areas.

Major: A minimum of 13 course credits (12 courses if CHE 161 is taken) in Biology and

Chemistry, which include these 12 required courses: BIO 141 and 142 (Foundations: Cellular

Biology, and Foundations: Organismal Biology), BIO 205 (Cell and Molecular Biology), BIO 315

(Genetics); CHE 121 and 122 (Chemical Principles I and II) or 161 (Accelerated General

Chemistry), CHE 202 (Analytical Chemistry), CHE 225, 326, and 327 (Organic Chemistry I, II,

and Laboratory), CHE 334 (Biochemistry); BMB 485 (Problems); and one course selected from

BIO 305 (Advanced Topics in Molecular Biology), BIO 313 (Developmental Biology), BIO 326

(Microbiology), BIO 327 (Immunology), BIO 328 (Neurobiology), BIO 335 (Chemical Ecology)

or CHE 323 (Physical Chemistry I).

Recommended courses are BIO 211 (Evolution); MAT 121 and 122 (Calculus of a Single

Variable and Calculus of Several Variables); PHY 141-142 (Introductory Physics I and II) or PHY

161-162 (General Physics I and II); and PHY 263 (Laboratory Physics).

Biochemistry/Molecular Biology majors desiring to minor in Chemistry must complete at least

two appropriate courses in Chemistry beyond those counted for the Biochemistry/Molecular

Biology major. Biochemistry/Molecular Biology majors desiring to minor in Biology must do so

by completing BIO 211, BIO 321, and an upper-level elective course chosen from the plant or

animal grouping. (See Declaration of Degree Candidacy, Majors, and Minors.)

Cornell College 2016-17 Academic Catalogue 70

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

485. Problems

Investigation of a problem in biochemistry and/or molecular biology, including a review of the

literature, collection and interpretation of data, and writing of a research report. May be

repeated once for credit. For seniors and advanced juniors. This is a capstone expreience for

BMB majors. Arrangements must be made with the instructor before registering.

Biology (BIO)

Jeffrey Cardon, Barbara Christie-Pope, Marty Condon, S. Andy McCollum, Tammy Mildenstein,

Brian Nowak-Thompson (chair), Craig Tepper

Major: A minimum of 13 courses (12 courses if CHE 161 is taken), including at least 10 courses

in Biology, eight of which must be at or above the 200 level; also CHE 121-122 (or 161), and 225

(Chemical Principles I, II, or Accelerated General Chemistry, and Organic Chemistry I).

The courses in Biology must include the seven core courses listed below and at least one course

from each of the other three groupings:

Core Courses

BIO 141 Foundations: Cellular Biology

BIO 142 Foundations: Organismal Biology

BIO 205 Cell and Molecular Biology

BIO 211 Evolution

BIO 315 Genetics

BIO 321 Ecology

Capstone Experience: BIO 485 Biological Problems or BMB 485 Problems

Cell Grouping

Plant Grouping

Animal Grouping

BIO 305 Advanced Molecular

Biology

BIO 209 Plant Morphology

BIO 254 Ornithology

BIO 313 Developmental Biology

BIO 332 Plant Systematics

BIO 308 Invertebrate Zoology

BIO 326 Microbiology

BIO 312 Vertebrate Zoology

BIO 327 Immunology

BIO 334 Animal Behavior

BIO 328 Neurobiology

BIO 337 Entomology

BIO 335 Chemical Ecology

BIO 381 Topics- Animal

BIO 384 Topics- Animal

Appropriate supporting work in chemistry, physics, and mathematics is also strongly

recommended.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

science should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of seven course credits (six courses if CHE 161 is taken), which include BIO

141, 142 and CHE 121-122 (or 161). Students may elect either of the following two ways to

complete the minor: (1) CHE 225, BIO 205, and BIO 315; or (2) BIO 211, BIO 321 and one

Cornell College 2016-17 Academic Catalogue 71

upper-level elective course in Biology. Environmental Studies majors may receive a minor in

Biology by completing the first track, or by completing the second track only if two of the upper-

level Biology courses counted toward the minor are not counted toward the Environmental

Studies major. Biochemistry/Molecular Biology majors may receive a minor in Biology only by

completing the second track with an upper-level elective course chosen from the plant or animal

grouping. (See Declaration of Degree Candidacy, Majors, and Minors.)

Concentration: Students should consult with the Department concerning programs leading to

graduate work in zoology, botany, or the health sciences; to high school teaching; to admission

to schools of medicine and dentistry; and to various careers in the biological sciences.

Note: Students intending to take advanced work in Biology and all preprofessional students

(medicine, dentistry, etc.) should take BIO 141 and 142.

103. Investigations

Investigative approach to the solution of biological problems, emphasizing designing, executing,

and interpreting research. Specific research areas are confined to the interests of each

instructor. Recommended for non-science majors. (Laboratory Science)

106. Biology for the Schools

Basic biology, emphasizing the investigative approach to solve biological problems. Students will

design, execute, and interpret research. Class projects will teach application of scientific method

and basic laboratory techniques. Research topics will vary with each instructor. Recommended

for Education majors. (Laboratory Science)

108-109. Introductory topics in Biology

Selected areas of biology, emphasizing the application of biological concepts and theory to

humans and their environment. Topics vary each term. See Topics Courses. Recommended for

non-science majors. (Science)

141. Foundations: Cellular Biology

The course introduces students to the principles of cell structure, cell function and information

transfer by emphasizing the investigative approach to biological questions. Students design,

execute, and interpret research. Research topics will vary with each instructor. This course is a

prerequisite for most upper-level Biology courses. (Laboratory Science)

142. Foundations: Organismal Biology

The topics of genetics, evolution, speciation, classification, the diversity of life, ecology,

biological communities, and animal behavior. This course is a prerequisite for all upper-level

Biology courses. (Laboratory Science)

205. Cell and Molecular Biology

Basic metabolism and organization of cells and intracellular organelles. Introduction to the

structure and synthesis of biological macromolecules. Prerequisites: BIO 141, BIO 142, and CHE

225. (Laboratory Science)

207. Systems Physiology

Fundamental study of the complementarity of human anatomical structure and physiological

function of the integumentary, endocrine, nervous, muscular, cardiovascular, respiratory, and

renal systems. Special emphasis on development of a mechanistic understanding of organ

Cornell College 2016-17 Academic Catalogue 72

system function and integrated physiological function across systems to promote homeostatic

regulation in the human body. Inclusion of experiential learning through laboratory activities.

Prerequisite: sophomore standing. Cross Listed as KIN 207. (Laboratory Science)

209. Plant Morphology

Structure and function of plants. Ecological, evolutionary, and physiological perspectives.

Prerequisite: BIO 141 and BIO 142. (Laboratory Science)

211. Evolution

Principles of evolution. Emphasis on modern evolutionary biology, evidence, and methods of

hypothesis testing. Prerequisite: BIO 141 and BIO 142. (Laboratory Science)

230. Conservation Biology

Ecological, evolutionary, and other biological principles and their application to the

maintenance of global and local biodiversity. One or more field trips may extend beyond normal

class hours. Prerequisite: BIO 142. (Science)

254. Ornithology

Basic biology of birds, emphasizing taxonomy, structure, ecology, behavior, distribution, and

natural history. May include an extended field trip. Other field trips may extend beyond normal

class hours. Prerequisite: BIO 142. Alternate years. (Laboratory Science)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

281-285. Topics in Biology

Study of a selected topic of current interest or concern in biology. See Topics Courses.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

305. Advanced Molecular Biology

A continuation of BIO 205, with coverage of a topic of interest in molecular biology such as

virology, aging, cytoskeleton, gene regulation, hormones, or oncology. Prerequisite: BIO 205.

(Laboratory Science)

308. Invertebrate Zoology

Structure, classification, physiology, reproduction, life history, natural history, ecology, and

evolution of invertebrates. Prerequisites: BIO 211 or BIO 141, 142, and permission of instructor.

Offered subject to the availability of staff. (Laboratory Science)

312. Vertebrate Zoology

Survey of the biology of vertebrates, emphasizing structure, classification, physiology,

reproductive biology, ecology, natural history, and evolution. Prerequisites: BIO 211 or BIO 141,

142, and permission of instructor. Offered subject to the availability of staff. (Laboratory

Science)

313. Developmental Biology

Principles of development with an emphasis on early developmental changes. The course

focuses on cellular and molecular changes associated with gene expression, induction, and

morphology. Prerequisite: BIO 205. Alternate years. (Laboratory Science)

Cornell College 2016-17 Academic Catalogue 73

315. Genetics

Principles of inheritance in plants and animals. Emphasis on the laws of heredity and molecular

genetics. Laboratory research in molecular genetics. Recommended for juniors and seniors. Not

to be taken in the same academic year as BIO 205. Prerequisite: BIO 205. (Laboratory Science)

321. Ecology (Wilderness Field Station)

Ecological theory. Why do individuals and species live the way they do, in the numbers they do,

in the areas they do; and what environmental influences guided their evolution? Field trips may

extend beyond normal class hours. Prerequisites: BIO 211 and permission of instructor.

(Laboratory Science)

326. Microbiology

Survey of microbial world with emphasis on bacterial genetics and metabolism, and the role of

microbial activities in the environment. Prerequisite: BIO 205. (Laboratory Science)

327. Immunology

A study of the human immune system including the basic principles involved in host defense

mechanisms and methods of immunology. Prerequisite: BIO 205. Alternate years. (Laboratory

Science)

328. Neurobiology

The molecular, cellular, and physiological aspects of the nervous system. Emphasis is placed on

basic properties of nerve cells, neural circuits, and organization and function of the mammalian

nervous system. Prerequisite: BIO 205. Alternate years. (Laboratory Science)

329. Human Anatomy and Physiology I

An integrative approach to understanding basic anatomical and physiological relationships of

the nervous, endocrine, immune, cardiovascular, respiratory, and excretory systems of the

human. Prerequisites: BIO 205. Alternate years. No S/U option. (Laboratory Science)

330. Human Anatomy and Physiology II

An integrative approach to understanding basic anatomical and physiological relationships of

the human skeletal, muscular, digestive, and reproductive systems and the control of these

systems by the nervous and endocrine systems. Prerequisites: BIO 205. Alternate years. No S/U

option. (Laboratory Science)

332. Plant Systematics

Evolution and classification of vascular plants with an emphasis on field identification of

flowering plants. Prerequisite: BIO 211. (Laboratory Science)

334. Animal Behavior

Evolution, development, causation, and function of behavior with emphasis on the origins and

adaptive function of behaviors of vertebrates and invertebrates. This course includes one

overnight field trip which requires an additional fee for lodging and facility rental. Other field

trips may extend beyond normal class hours. Prerequisite: BIO 211. (Laboratory Science)

335. Chemical Ecology

This course explores how organisms use naturally occurring chemicals to influence ecological

interactions. Case studies will illustrate both interspecific and intraspecific interactions among

plants, insects, animals, and microbes, including behaviors such as mate selection, colony

Cornell College 2016-17 Academic Catalogue 74

organization, and defense. Some attention will be given to the biochemical origins of these

compounds. Prerequisite: BIO 205. Alternate years.

337. Entomology

The evolutionary history, morphology, taxonomy, physiology, ecology, behavior, and economic

importance of insects. Laboratories will focus on sampling, preservation, identification, and

experimentation with insects. Field trips may extend beyond normal class hours. Prerequisites:

BIO 211 or BIO 141, 142, and permission of instructor. Offered every third year. (Laboratory

Science)

381-385. Advanced Topics in Biology

Advanced examination of a selected topic of current interest or concern in biology. See Topics

Courses.

399. Preservation Ecology Summer Internship

Field experience during the summer under the auspices of the Iowa Nature Conservancy in

preservation ecology techniques, including biological resource assessment, monitoring animal

and plant populations, landowner contacts, mapping, preparing reports, and designated

preserve management tasks. Prerequisites: (1) at least five term credits in Biology; (2) at least

two of the following: BIO 209, 254, 308, 312, 321, 332, 334, or 337; (3) junior standing; and

(4) acceptance by the Nature Conservancy.

483. Senior Seminar in Biology

Readings, presentations, and discussions from the recent research literature focused on an area

of interest and/or expertise of the instructor. Prerequisites: BIO or BMB major and senior

standing. Recommended prerequisite: BIO 315.

485. Biological Problems

Investigation of a biological problem, including a review of the literature, collection and

interpretation of data, and writing of a research report. May be repeated once for credit.

Intended for seniors or advanced juniors, this is a capstone experience for Biology majors.

Arrangements must be made with the instructor before registering.

511. Extended Research in Biology (1/4)

Reading in depth on a topic of current interest and the pursuit of an experimental or theoretical

problem related to the topic. This adjunct course must be taken over four successive terms.

Prerequisite: permission of instructor.

901. Audubon Center of the North Woods: Wolf and Lynx Ecology Experiences in

Northern Minnesota: see Cornell-Approved Domestic Off-Campus Programs.

963. Oak Ridge Science Semester: see Cornell-Approved Domestic Off-Campus Programs.

Cornell College 2016-17 Academic Catalogue 75

Chemistry (CHE)

Jeffrey Cardon, Charles Liberko, Brian Nowak-Thompson, Jai Shanata, Cynthia Strong (chair),

Craig Teague

The Department of Chemistry has been approved by the American Chemical Society (ACS) for

the professional training of chemists at the undergraduate level.

Major: A minimum of 10 course credits in Chemistry (9 courses if CHE 161 is taken), which

include the following: CHE 121, 122, 202, 225, 323, 324, 326, 327, and two additional courses at

the 300 level, excluding 380; mathematics through MAT 122 (Calculus of Several Variables);

and either PHY 161, 162, and 263 (General Physics I, II, and Laboratory) or, with permission of

the Department, PHY 141, 142, and 263 (Introductory Physics I, II, and Laboratory). To fulfill

the capstone requirement, each student must submit a portfolio of work and have it approved by

the department, as described on the department website.

ACS Certification: A minimum of 12 course credits in Chemistry (11 courses if CHE 161 is

taken), which must include CHE 121, 122, 202, 225, 323, 324, 326, 327, 333, 334, 335, one

additional course at the 300 level, excluding 380, and a major research experience. Also

required are PHY 161, 162, and 263; and mathematics through MAT 221 (Linear Algebra).

Students seeking certification should confer with the Department chair to make certain that they

will satisfy all the requirements.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

science should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of five course credits in Chemistry, excluding 280 and 380, which include

CHE 202 and at least three additional courses numbered 200 or higher.

Biochemistry/Molecular Biology majors desiring to minor in Chemistry must complete at least

two appropriate courses in Chemistry beyond those counted for the Biochemistry/Molecular

Biology major. (See Declaration of Degree Candidacy, Majors, and Minors.)

Concentration: Students should consult with the Department concerning major programs

which lead to graduate work in chemistry, chemical physics, biochemistry, and medicine, or to

industrial employment.

Note: The Summer Research Program of the Department of Chemistry provides an opportunity

to spend a summer at Cornell College working on a research project with a member of the

Chemistry faculty. Interested students should consult a faculty member in the Department.

103. Investigations in Chemistry

Hands-on investigation of selected topics in chemistry with an emphasis on contemporary topics

with practical, real-world applications. Topics vary each term. Intended for non-science majors.

Can be repeated for credit when the topic is different. (Laboratory Science)

108. Introductory topics in Chemistry

Selected topics in chemistry with an emphasis on contemporary topics with practical, real-world

applications. Topics vary each term. See Topics Courses. Intended for non-science majors. Can

be repeated for credit when the topic is different. (Science)

Cornell College 2016-17 Academic Catalogue 76

111. Chemistry in the Natural World

Basic concepts of chemistry and their implications for a technological society. Emphasis on

quantitative and qualitative aspects of chemistry as they apply to topics of importance today.

Intended for non-science majors. No previous study of chemistry required. (Laboratory Science)

121. Chemical Principles I

Fundamental concepts of chemistry, mole concept, energy, theories of the atom and the

chemical bond, and molecular geometry. This course is intended primarily for those considering

a major in science. (Laboratory Science)

122. Chemical Principles II

Rates of chemical reactions, equilibrium, acids and bases, electrochemistry, and an introduction

to thermodynamics. Reactions and properties of selected elements and their compounds.

Prerequisite: CHE 121. (Laboratory Science)

161. Accelerated General Chemistry

Fundamental concepts of chemistry: atomic theory, quantum theory, bonding, states of matter,

thermodynamics, equilibrium, and kinetics. The course is designed for students who have a

good understanding of atoms, molecules, and mole calculations. This course is the equivalent of

CHE 121 and 122. Credit may be given for either 161 or 121-122, but not both. Prerequisite:

placement exam or permission of the instructor. (Laboratory Science)

202. Analytical Chemistry

Concepts of analysis, volumetric techniques, and an introduction to instrumental techniques.

Prerequisite: CHE 122 or CHE 161. (Laboratory Science)

225. Organic Chemistry I Lecture

Chemistry of carbon compounds. Determination of molecular constitution and configuration

and the chemistry of common functional groups. Prerequisite: CHE 121 or CHE 161. (Science)

260-262. Topics in Chemistry

Study of a selected topic in chemistry. See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

Does not fulfill major or minor requirement.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

323. Physical Chemistry I

Concepts of physical chemistry, including the kinetic-molecular theory of gases, kinetics,

quantum mechanics, atomic and molecular structure and energetics, spectroscopy, symmetry,

and classical and statistical thermodynamics. Prerequisites: MAT 122 and CHE 122 or CHE 161.

Recommended prerequisite: PHY 263. (Laboratory Science)

324. Physical Chemistry II

Thermodynamics and descriptions of systems of equilibria from both classical and statistical

perspectives, molecular spectroscopy, quantum mechanics, atomic structure, and theories of

reaction rates. Prerequisite: CHE 323. (Laboratory Science)

Cornell College 2016-17 Academic Catalogue 77

326. Organic Chemistry II Lecture

Continuation of CHE 225. Methods of synthesis and the reactions of organic compounds.

Prerequisite: CHE 225. (Science)

327. Organic Chemistry Laboratory

Practical laboratory aspects of organic chemistry. Isolation and purification of substances; one-

step transformations of substances; and, possibly, synthesis projects. Prerequisite: CHE 326.

(Laboratory Science)

328. Advanced Organic Chemistry

Selected advanced topics of reaction mechanisms or syntheses of organic compounds.

Prerequisite: CHE 327. Not offered every year. (Laboratory Science)

333. Advanced Analytical Chemistry

Theory of analytical chemistry with an emphasis on instrumental methods. Prerequisites: CHE

202, CHE 323, and CHE 327. Not offered every year. (Laboratory Science)

334. Biochemistry

Cellular metabolism, with emphasis on energy extraction pathways and energy homeostasis.

The approach is primarily mechanistic with a quantitative discussion of kinetics, free-energy

changes, and the electrochemistry of electron transport chains. Prerequisites: BIO 205, CHE

202, and CHE 327. (Laboratory Science)

335. Advanced Inorganic Chemistry

Properties of inorganic compounds with emphasis on theories of bonding and the chemistry of

coordination compounds. Prerequisites: CHE 323 and CHE 327. Not offered every year.

(Laboratory Science)

339. Advanced Physical Chemistry

Quantum mechanics, symmetry and group theory, applications of thermodynamics, and

selected topics. Study of current research literature in physical chemistry. Emphasis on both

formal and informal methods of communication in science. Prerequisite: CHE 324. Not offered

every year. (Laboratory Science)

485. Chemical Research

Research in selected areas of chemistry. Prerequisite: a 300-level course in Chemistry

and permission of instructor.

511. Extended Research in Chemistry (1/4)

Reading coupled with research on a specialized topic. This adjunct course must be taken over

four successive terms. Prerequisites: departmental GPA of 3.0 or higher, prior completion of one

course in the Department at or above the 200 level, and permission of instructor. (CR)

512. Reading and Conversation in Chemistry (1/4)

Reading and discussion of current articles, historical texts, or general interest books about

chemistry. Readings are selected in consultation with the participating students. Course meets

weekly for one semester. (CR)

963. Oak Ridge Science Semester: see Cornell-Approved Domestic Off-Campus Programs.

Cornell College 2016-17 Academic Catalogue 78

Civic Engagement Minor (CIV)

Advisor: Janeve West

Minor: A minimum of six course credits including:

1. Three core courses: PHI 202 (Introduction to Ethics), SOC 101 (Sociological Perspectives)

or ANT 101 (Cultural Anthropology), and any 100 or 200 level Politics course except POL

282 (Public Policy).

2. One course in critical thinking/research methods: STA 201 (Statistical Methods I) or PHI

203 (Logic and Critical Thinking).

3. One course concerned with Efforts to Address Societal Issues. This category includes

courses such as:

ANT 222 - Applied

Anthropology

ECB 261 - Global

Environmental Economics

ENG 111 - (when the topic is: Bob

Dylan and the Language of

Protest)

ENG 331 - English Literature:

The Romantics

ENG 345 - Late Nineteenth

Century American

Literature

ENG 37x - (when the advanced topic

is: Southern African Art,

Literature, & Culture in Context)

ENV 101 - Environmental

Perspectives

EST 123 - Introduction to Ethnic

Studies

FRE 351 - Contemporary Literature I:

Writing as Political Action

GSS 393 - Global Feminism

HIS 154 - Making of Modern

America

HIS 255 - African American Lives

HIS 354 - U.S. Social History

Since 1940

PHI 109 - Ethics and Climate

Change

PHI 224 - Environmental Ethics

PHI 261 - Applied Ethics

POL 182 - Public Policy

POL 330 - Women and Politics

POL 332 - Human Rights

POL 333 - International

Organizations

POL 334 - Seminar: Strategies to

Alleviate Poverty

POL 346 - Political Economy of

Developing Countries

POL 35x - Education Policy in

America

POL 361 - Race, Sex and the

Constitution

POL 363 - Campaigns and

Elections

POL 366 - Constitutional Law:

Rights and Liberties

POL 367 - Urban Politics and Policy

POL 368 - Environmental

Politics and Policy

POL 371 - Wilderness Politics

and Policy

REL 362 - Holocaust and Response

PSY 276 - Multicultural

Psychology

SOC 248 - American Indians:

Culture, Activism and

Social Justice

SOC 255 - Media and the Public Mind

SOC 343 - Women:

Oppression & Resistances

SOC 348 - Race and Ethnic

Relations

SOC 376 - The African American Civil

Rights Movement

• This course may not be double-counted for the student’s designated major and the minor

in Civic Engagement. A student must choose a course in this category specifically and

only for the Civic Engagement Minor.

4. One course in Applied Civic Engagement. This category includes courses such as the

following when they include a substantive applied civic engagement component: CIV

280/380 (Internship in Civic Engagement); ENG 370 (AIDS Literature, Film, and Social

Theory); and HIS 240 (Public Memory and Public History); HIS 364 (The Documentary

Imagination During the Great Depression); PSY 263 (when the topic is: Psychology, Social

Cornell College 2016-17 Academic Catalogue 79

Justice and Public Policy); PSY 380 (Human Services Practicum); and PSY 395 (Human

Services Practicum and Seminar).

5. In addition to the course in Applied Civic Engagement, a minimum of 25 noncredit hours

of civic engagement involvement over the course of at least two semesters

including volunteering, activism, and other civic engagement opportunities. At the end of

each semester, a student is required to submit a reflective essay assessing these experiences

in light of their academic minor program to the Civic Engagement Office, the Civic

Engagement Committee and his/her faculty advisor for the minor. The Civic Engagement

Committee will notify the Registrar once this requirement is completed.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

Classical and Modern Languages

Devan Baty, Tyler Carrington, John Gruber-Miller, Lynne Ikach, Carol Lacy-Salazar, Michael

Mosier, Marcela Ochoa-Shivapour, Alyssa Selmer, Philip Venticinque, Rebecca Wines

Foreign Study: All students are strongly encouraged to develop their language skills through a

study abroad experience. See Off-Campus Programs, especially ACM and SIT programs. Also

described there is the Department's Foreign Language Abroad Program (FLAP), which covers

programs abroad run by other institutions in modern languages taught at Cornell.

Cornell students may participate in Lake Forest College's International Study/Internship

Program in France through an agreement between the two colleges. Various summer intensive

language programs, such as the one at Beloit College, offer the opportunity to study some less-

widely-taught languages. In addition, the Department offers one-term courses taught by Cornell

faculty in international locations.

Spanish in Guatemala: The basic language sequence (SPA 101-205) as well as classes in

Advanced Conversation, Advanced Grammar, Guatemalan Culture, Guatemalan Literature, and

Anthropology of Guatemala may be taken in Antigua or Quetzaltenango through Proyecto

Lingüístico Francisco Marroquín or Juan Sisay Spanish School. The latter also offers volunteer

opportunities.

Courses in Translation: In order to introduce other cultures and literatures to students who have

not had the opportunity to study the particular foreign languages, the Department offers the

following courses in English translation. Such courses require no knowledge of the foreign

language. A full description of each course is given under the appropriate language.

CLA 216 Classical Mythology

CLA 264 Women in Antiquity

CLA 364 Masterpieces of Greek and Roman Theatre

CLA 372 Epic Tradition: Singer of Tales

CLA 373 Love and Sexuality in Greece and Rome

FRE 254 Bending Boundaries: Francophone Women in Translation

RUS 281 The "Other" in Russian Literature and Film

RUS 341 Classics of Nineteenth-Century Russian Literature

RUS 351 Change and Revolution in Russian Literature

RUS 355 Soviet and Post-Soviet Russian Literature and Film

Cornell College 2016-17 Academic Catalogue 80

Classical Languages

Classics (CLA)

Classics courses are taught in English and require no knowledge of the ancient languages.

111. Big Screen Rome (W)

Hollywood has long had an interest in using ancient Rome as a lens for understanding

contemporary America. Earlier Hollywood films, for example, have explored the rich and

famous (Antony and Cleopatra), slave revolts (Spartacus), chariot races (Ben Hur), raucous

parties (Fellini's Satyricon), the rise of Christianity (Quo Vadis), and the fall of empires (The Fall

of the Roman Empire). This course will explore Roman history and culture through the words,

stories, plays, and histories of eyewitnesses and other ancient authors and then, in viewing five

to six films, will ask why the Romans continue to command such interest in the popular

imagination and film. Offered in alternate years or every third year. (Writing Requirement)

216. Classical Mythology (in English)

Development of the myth, legend, and folklore of the ancient world, especially their place in

ancient Greek and Roman culture, and their survival in the modern world. (Humanities)

230. Cultural Crossroads in Antiquity: Egypt, Greece, and Persia (In Chicago)

Focusing on the history of Egypt from the New Kingdom (ca. 1600 BCE) to the conquest of

Alexander the Great (330 BCE) this course will examine the interactions between these empires,

kingdoms, and city states of Egypt, Greece, and Persia. In addition to a discussion of the society,

economy, and religion of Egypt, we will also examine the ways in which foreign rulers such as

the Persian king Cambyses, Alexander the Great, and the Ptolemies used and manipulated

ideologies and propaganda to solidify their claims to rule in Egypt, and the Egyptian responses

to those foreign rulers. Other topics include contact between Greece and Persia, the Persian

Wars, and the impact of the economic ties with Egypt on Greek society. Readings for the course

will include Egyptian, Greek, and Persian literary and documentary sources in translation; we

will also take advantage of the museum collections of the Oriental Institute at the University of

Chicago, the Art Institute of Chicago, and the Field Museum to supplement these texts with

material culture and art historical evidence. Offered every third year. (Humanities)

254. Greek History

This is an introductory course in Greek history that will cover major social, economic, and

political developments from the Archaic period in Greece to the rise of Alexander the Great.

Topics to be discussed include the formation of city states, Athenian Democracy, war with

Persia, the Peloponnesian War and the coming of the Hellenistic Age. Alternate years.

(Humanities)

255. Roman History

This is an introductory course in Roman history that will cover major social, economic, and

political developments from the founding of Rome to the reign of Constantine with an emphasis

on Rome's rise to power beginning with the Punic Wars to the reign of Constantine, who

transferred the capital of the empire to Constantinople. Topics to be discussed include the civil

wars, the creation of empire, Rome's place in the ancient Mediterranean world, Roman religion

and Christianity. Alternate years. (Humanities)

Cornell College 2016-17 Academic Catalogue 81

264. Women in Antiquity

Exploration of women's lives in classical Greece and Rome; women's role in culture, society, and

the economy; their experience of childbearing, marriage, and death; ancient social constructs of

the female. Sources include literature, history, medical texts, inscriptions, art, and architecture.

Alternate years. This course also counts towards the GSS major.

(Humanities)

274-279 . Topics in Classics

See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

364. Masterpieces of Greek and Roman Theatre

Origins and rise of drama in ancient Greece and Rome; discussion of ritual, historical, and

modern performance contexts of various plays; their influence on modern theatre and cinema;

ancient and modern interpretations of comedy and tragedy. Topics may vary from year to year.

Course may be repeated with permission of the instructor. Prerequisites: Writing-designated

course (W) and sophomore standing. Offered every third year. (Humanities)

372. Epic Traditions: Classical and Modern Odysseys

A deep engagement with oral and written epic poems and narratives from early, medieval, and

contemporary cultures throughout the world. Epics may include Homer's Iliad or Odyssey,

Vergil's Aeneid, The Song of Roland, the west African Sun-Jata Epic, and Derek Walcott's

Omeros. Attention will be given to defining epic poetry, exploring the interaction of orality and

literacy, and understanding the performance traditions of these texts. Prerequisites: Writing-

designated course (W) and sophomore standing. Offered every third year. (Humanities)

373. Love and Sexuality in Greece and Rome (in English)

The theme of love from Sappho and Plato to Catullus and Ovid; the construction of sexuality in

the Greek and Roman world; women's place within the ancient tradition; its influence on the the

early modern period and on modern attempts at understanding love. Prerequisites: Writing-

designated course (W) and sophomore standing. Offered every third year. This course also

counts towards the GSS major. (Humanities)

375-379. Advanced Topics in Classics

See Topics Courses.

381. Greek Archaeology

Introduction to excavating techniques in Greek lands; study of the material culture of ancient

Greece in order to understand the society, religion, and customs of Bronze Age and Classical

Greece. Registration entails additional costs when the course is taught in Greece. Prerequisite: a

course from Classical Studies (CLA, GRE, or LAT) or Anthropology. Offered every four years.

(Humanities)

382. Roman Archaeology

Introduction to excavating techniques in Roman lands; study of the material culture of the

ancient Romans in order to understand their history and civilization from the monarchy to the

Cornell College 2016-17 Academic Catalogue 82

republic to the empire. Registration entails additional costs when the course is taught in Italy.

Prerequisite: a course from Classical Studies (CLA, GRE, or LAT) or Anthropology. Offered

every four years. (Humanities)

485. Advanced Classical Studies

An independent project undertaken in the senior year. Prerequisite: permission of the Classical

Studies Committee.

487. Junior/Senior Seminar

The seminar offers students an opportunity to investigate a key theme in Classical Studies, to

encourage reflection on the discipline as a whole, and to explore the modern reception of

classical texts and contexts through the completion of a research project based around the

thematic content of the seminar. The research project each student devises in consultation with

the instructor and the Classical Studies advisor will demonstrate his or her ability to integrate

knowledge of Greek and Latin language and literature with an understanding of Greek and

Roman culture as a culmination of their studies. Prerequisites: junior standing, completion of a

300-level course in either Greek or Latin, and at least two other 300-level courses in Classical

Studies. Offered every other year.

Greek (GRE)

101-102-103. Beginning Ancient Greek I, II, and III

Introduction to the language of ancient Greece, Alexander and his successors, and the eastern

Mediterranean. Students will learn the essentials of grammar, vocabulary, and Greek mythology

and culture through reading, speaking, and writing Greek; and read selections from classical

writers and the New Testament. No previous foreign language experience required. Offered

every third year. (Language)

205. Introduction to Greek Literature and Culture

Intensive engagement with a number of cultural topics through reading classical or Hellenistic

Greek texts, in tandem with listening, speaking, or writing in the target language. Topics may

include Greek myth, religious sanctuaries, art and architecture, Roman interaction with Greeks,

and Greek self-definition. Prerequisite: GRE 103. Offered every third year. (Language)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

291. Intermediate Tutorial

Topic selected by the student in consultation with the instructor. Prerequisite: GRE 102. Offered

on request, subject to availability of faculty.

327. The Greek Hero

Consideration of the Greek concept of heroism with attention to how performance, genre,

gender, and social and cultural values shape the Greek view of the hero. Readings from Homer

or the Attic dramatists in the original Greek. Prerequisite: GRE 205. Offered every third year.

(Humanities)

Cornell College 2016-17 Academic Catalogue 83

334. Ancient Greek Politics, Society, and Culture

Readings and discussion of original Greek texts that cast light on the history, politics, society,

and culture of Greece and the ancient Mediterranean. Authors may include Arrian, Herodotus,

Lysias, Pausanias, Plato, Thucydides, Xenophon, or the Greek New Testament. Prerequisite:

GRE 205. Offered every third year. (Humanities)

365-369. Advanced Topics in Greek

See Topics Courses.

391. Advanced Tutorial

Topic selected by the student in consultation with the instructor. Prerequisite: GRE 291. Offered

on request, subject to availability of faculty.

511. Greek Reading Group (1/4)

Maintenance of Greek language skills through reading a variety of Greek authors. Texts selected

in consultation with the participating students. Course meets once a week for a semester.

Prerequisite: GRE 102 or permission of instructor. (CR)

Latin (LAT)

A major in Latin is currently available only as a teaching certification.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

Latin should seek admission to the Teacher Education Program. See the Education department

section for application and certification information (pages 109-111).

101-102-103. Beginning Latin I, II, and III

Introduction to the language of ancient Rome, its empire, the middle ages, and the early modern

world. Students will learn the essentials of grammar, vocabulary, and Roman history and culture

through reading, speaking, and writing Latin; increase English vocabulary through Latin

derivatives; and read selections from Latin writers from different eras. Offered two out of every

three years. (Language)

205. Introduction to Latin Literature and Culture

Intensive engagement with a cultural topic through reading Latin texts of the Republic or

Empire, in tandem with listening, speaking, or writing in the target language. Topics may

include Roman comedy, Roman performance culture, Roman banquets, or Roman elections.

Prerequisite: LAT 103. Offered two out of every three years. (Language)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

291. Intermediate Tutorial

Topic selected by the student in consultation with the instructor. Prerequisite: LAT 102. Offered

on request, subject to availability of faculty.

312. Age of Cicero

Fall of the Roman Republic, as seen through the eyes of Cicero and his contemporaries, Catullus,

Lucretius, and Sallust. Prerequisite: LAT 205. Offered every third year. (Humanities)

Cornell College 2016-17 Academic Catalogue 84

313. Age of Augustus

Golden Age of Latin literature. Readings from Vergil, Horace, Ovid, or the Roman love elegists.

Prerequisite: LAT 205. Offered every third year. (Humanities)

368. Roman Historians

Readings from Tacitus, Livy, or Caesar in order to assess the Romans' contribution to and

influence upon the writing of history. Prerequisite: LAT 205. Offered every third year.

(Humanities)

391. Advanced Tutorial

Topic selected by the student in consultation with the instructor. Prerequisite: LAT 291. Offered

on request, subject to availability of faculty.

511. Latin Reading Group (1/4)

Maintenance of Latin language skills through reading a variety of Roman authors. Texts selected

in consultation with the participating students. Course meets once a week for a semester.

Prerequisite: LAT 102 or permission of instructor. (CR)

Modern Languages

French (FRE)

Major: A minimum of eight course credits in French at or above the 300 level, which include

FRE 301, 303, 311 or 312, and 411 or 412. A maximum of two elective upper-level courses in

other areas, approved beforehand by the Department as relevant to the major, may be

substituted for two of the elective French courses.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

French should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of five course credits in French at or above the 300 level, which include

FRE 301, 303, and 311 or 312.

Study Abroad: French majors are strongly encouraged to study abroad, and up to four course

credits taken on approved programs may be substituted for required major courses.

Note: Lectures and discussions in 300- and 400-level courses are in French unless otherwise

specified.

101-102-103. Beginning French I, II, and III

French 101-103 develop students’ linguistic and cultural proficiency. Coursework covers

speaking, listening, reading and writing in French. Successful completion of the beginning-level

language course sequence prepares students to function in a variety of authentic communicative

situations within a French speaking context and to become life-long language learners. All

French language classes, from the beginning to the advanced level, also develop students’

awareness and understanding of cultural phenomena in the Francophone world.

101. Beginning French I

French 101 is designed for true beginners in the language. Students are introduced to the

standard conventions of French pronunciation, grammar, and vocabulary, and focus is placed

on building students' foundation in linguistic proficiency through exercises in speaking, writing,

Cornell College 2016-17 Academic Catalogue 85

listening and reading. Students learn about where and how French is used in the world, and

about the French and French-Canadian educational systems. They learn how to discuss

pastimes, families, holidays, and events that will take place in the near future. (Language)

102. Beginning French II

In French 102, students build on their cultural and linguistic proficiency in French through

exercises in speaking, writing, listening and reading. Students learn how to talk about the

weather, recount and describe past actions and events, ask questions, make suggestions, express

opinions and emotions, order food and drink in a restaurant, and talk about where they live.

They also learn about different provinces and regional cultures within France, rites and rituals

in the Francophone world, and culinary traditions. Prerequisite: FRE 101. (Language)

103. Beginning French III

In French 103, students build on their cultural and linguistic proficiency in French through

exercises in speaking, writing, listening and reading. Students learn how to articulate if-then

statements, how to use future verb tenses, and how to use the conditional and subjective moods

in French. Students also learn how to talk about travel plans in the future, lodging, physical

health, the environment, civic responsibilities, technology, art forms, and French media.

Prerequisite: FRE 102. (Language)

165-166. Introductory Topics in French

See Topics Courses.

205. Intermediate French

In French 205, students refine their cultural and linguistic proficiency in French through

exercises in speaking, writing, listening and reading. Development of intercultural competencies

and knowledge of cultural differences between the US and the Francophone world, including

such topics as immigration and education, is a focus of this course. Prerequisite: FRE 103.

(Language)

206. Francophone Cultural Immersion

French 206 is for students who wish to achieve greater fluency and an understanding of life in a

Francophone destination. Past destinations include: Martinique, Aix-en-Provence, Québec and

Morocco. The course immerses students in French/Francophone culture through experiential

activities and excursions, site visits, group discussion, selected readings and daily interactions

with native speakers from the local community, and may include a homestay. Registration

entails additional costs. Alternate years. FRE 103. (Language)

254. Bending Boundaries: Francophone Women in Translation

Works by representative women writers will be examined in light of contemporary views of

feminism, femininity, and cultural differences. All work in English. No knowledge of French

required. May be counted as a 300-level course for French majors with permission of instructor.

Offered subject to the availability of faculty. This course also counts towards the GSS major.

(Humanities)

265-266. Topics in French or Francophone literature or culture

See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

Cornell College 2016-17 Academic Catalogue 86

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Composition and Conversation

Focus on conversational French and refinement of grammar in writing and speaking. Discussion

and analysis of current events in the media and exploration of a variety of different genres,

including French ads, fait-divers, persuasive essays, comic strips and short narratives. Advanced

grammar review, vocabulary acquisition and creation of an on-line blog. Prerequisite: FRE 205

or 206.

302. Advanced Conversation Culture Abroad

For students who wish to achieve greater fluency and an understanding of life in a Francophone

destination. Past destinations include: Martinique, Aix-en-Provence, Québec and Morocco.

Immersion in French/Francophone culture through experiential activities and excursions, site

visits, group discussion, selected readings and daily interactions with native speakers from the

local community. May include a homestay. Alternate years. Registration entails additional

costs. Prerequisite: FRE 205.

303. Culture of France and Francophone World

Contemporary French and Francophone cultures viewed through the lenses of media, cinema,

literature, politics, and popular culture. Students will study the historical, political, geographic,

and cultural meanings of the post-colonial term "Francophonie," and will interrogate what it

means to be "French" in a globalized world. Coursework includes both formal and informal

writing assignments, a mid-term examination, and a final research project with oral

presentation. Prerequisite: FRE 205 or FRE 206. FRE 301 is strongly recommended. Alternate

years. (Humanities)

311. Introduction to Literature in French

Exploration of a variety of literary genres, including poetry, theatre, the "nouvelle," and the

novel. Students develop their reading, writing and speaking proficiency in French through class

discussion, close readings, analytical and creative writing assignments. Prerequisite: FRE 301

or permission of instructor. Alternate years. (Humanities)

312. Introduction to French and Francophone Film

This course introduces students to the study of French-language film. They learn about

important periods, movements, and directors in French and Francophone filmmaking from the

beginning in 1895 with the Lumière brothers through the present, possibly including la Nouvelle

Vague (films such as A Bout de souffle and Les Quatre Cent Coups), banlieue cinema (films that

focus on or are made by people living in the housing projects surrounding major French cities),

and films by Ousmane Sembène (a Senegalese author and director considered by some to be the

‘father of African cinema’). Students develop the critical vocabulary and skills necessary to

analyze films as constructed texts and become familiar with the socio-historical contexts in

which the films were produced. The course is conducted in French. Prerequisite: FRE 301 or

permission of the instructor. Alternate years. (Humanities)

321. Passionate Extremes in Early-Modern France

This course focuses on important cultural texts from the medieval era through the 16

century.

French feudal society—a world of chevaliers, courtly love and chivalric honor-- gives way to the

rise of monarchical power, brutal religious wars and discoveries of ancient art and knowledge at

the dawn of the modern era. Visual, material and aural/oral culture as well as period films will

Cornell College 2016-17 Academic Catalogue 87

complement our readings of texts. Some readings are in English to provide background

historical and cultural information, but all primary texts are in French. Prerequisite: FRE 301 or

permission of the instructor. FRE 311 or 312 strongly recommended. Offered every third year.

(Humanities)

331. Enlightenment: Eighteenth Century French Literature

France’s fiercely secular understanding of citizenship can be traced back to the Enlightenment

period which culminated in the violent revolution of 1789. French philosophes such as Voltaire,

Rousseau, Diderot, and Montesquieu, united in their belief in the supreme power of human

reason, waged fierce opposition to the social and political constraints of religious authority that

undergirded the Old Regime and promoted an international republic of letters founded on

freedom of expression and human rights. This course focuses on works by the philosophes with

attention to the limits of French Enlightenment thinking with respect to differences of race and

gender. Alternative voices of important historical actors such as Olympe de Gouges, a feminist

abolitionist, and Toussaint l’Ouverture, leader of the Haitian Revolution of 1791-1804, will also

be considered. Prerequisite: FRE 301. FRE311 or FRE 312 is strongly recommended. Offered

every third year. (Humanities)

353. Race and Immigration in French Film

Issues surrounding race and immigration are the focus of much attention in the United States,

and such issues are similarly important topics of discussion in France. However, the French

context of race and immigration varies from its American counterpart, and this means that

related questions are differently defined, constructed, and understood. France's long colonial

history plays no small part in generating and continuing conversations on the matters of race

and immigration, and its policy of assimilation vis à vis immigrants and (formerly) colonized

peoples has frequently resulted in debate, protest, and legislation. We will examine

constructions of race and portrayals of immigration in French-language films primarily from

France. Special attention will be paid to intersections of class and gender with race and

immigration. Readings will be provided to buttress understanding of the historical and social

contexts as well as to contribute to comprehension of some critical race theory. This course also

counts towards the GSS major. Prerequisite: FRE 301 or permission of the instructor. FRE 311

or 312 strongly recommended. Offered every third year. (Humanities)

354. Sporting Identities

What can an examination of sports tell us about national cultures and identities in the French-

speaking world? How do sports affect—and how are they affected by—gender, class, and race?

How do sports and sports narratives change over time and how does this influence the meanings

and messages they propagate or are made to carry? Do the same sports mean the same things

for different cultures, or even for different people? Through various literary and cultural texts—

photographs, films, short stories, non-fiction, etc.—we will examine the role of sports and sports

narratives in creating, resisting, shifting, or maintaining elements of cultures and identities.

Students do not need to have any familiarity with sports to take this class, but they do need to

have met the prerequisites for taking upper-level courses in French, as the course will be

conducted in French. Prerequisites: This course also counts towards the GSS major.

Prerequisite: FRE 301 or permission of the instructor. FRE 311 or 312 strongly recommended.

(Humanities)

365-366. Advanced Topics in French or Francophone literature or culture.

See Topics Courses.

Cornell College 2016-17 Academic Catalogue 88

411. Capstone: Seminar

The topic varies, but has traditionally focused on the in-depth study of a literary movement,

genre, author, or theme. Theoretical discourses in French and Francophone studies or cultural

issues are other possible foci for this course. Required of all French majors. Prerequisite:

permission of instructor. Alternate years. NO S/U option.

412. Independent Capstone Research Project

This option is an independent study course, supervised by a French professor. Students must

meet with the professor during the fall semester of their junior year to discuss the expectations

and process of the senior capstone research project. Work should be completed as a one-term

independent study course during the student’s senior year, and will culminate in a research

paper in French. If more than one student chooses to complete an independent capstone

research project in the same year, they may work concurrently during the same block in a

workshop model, discussing their work with both the professor and one another. NO S/U

option.

487. Independent Capstone Research Project

Additional Prerequisites: 3.5 grade point average in French based on a minimum of three 300-

level French courses taken at Cornell College.

988. There are language and culture semester programs in France or Francophone countries

run by the School for International Training. See School for International Training Programs.

990. Semester in Paris

Cornell students are eligible to participate in Lake Forest College's Paris International

Internship Program, a semester featuring intensive language study, culture, and an internship.

For further information, see http://www.cornellcollege.edu/french/off-campus/France-

LFC.shtml.

991. Semester in Paris

Cornell students are eligible to participate in Central College’s Paris program, a semester

featuring intensive language study, culture, and the option of either an internship or service-

learning opportunity. For further information, see http://www.central.edu/abroad/paris/

German Studies (GER)

Major: A minimum of nine course credits, which include:

1. GER 205; two courses from 301, 302, or 311; and Capstone Course 485;

2. A minimum of two GER literature, culture or history courses conducted in English or in

German at or above the 300 level;

3. A minimum of three course credits in German or related areas approved beforehand by the

Department as relevant to the major.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

German should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Cornell College 2016-17 Academic Catalogue 89

Minor in German Studies:

A minimum of six course credits beyond 103 including:

1. GER 205

2. One course chosen from GER 301, 302, or 311

3. A minimum of three GER literature, culture, or history courses conducted in English or

German.

4. At least one course credit in German or a related area approved by the Department as

relevant to the minor.

Note: Courses at the 300-level are designated as being taught in German or in English. All

lectures, discussions, and readings will be in the language of instruction.

101-102-103. Beginning German I, II, and III

Introduction to speaking, reading, writing and listening comprehension in German. Facility in

speaking and understanding spoken German is stressed. Readings emphasize culture, literature

and contemporary life in the German-speaking countries. (Language)

115-117. Introductory Topics in German

See Topics Courses.

205. Intermediate German: Topics-German Cultures

Continuing development of linguistic and cultural competence in German by focusing on one

theme. Topic for 2013: Immigration. Topic for 2014: Fall of the Berlin Wall. Prerequisite: GER

103. (Language)

280/380. Internship See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Personal Narratives

Development of composition and conversation skills through reading, discussion, and writing

about biographical and autobiographical works of selected individuals, from well-known figures

to family members. Prerequisite: GER 205. Offered every third year.

302. In the Media

Development of composition, conversation, and listening skills through reading, discussion, and

writing about articles and reports from contemporary news sources. Prerequisite: GER 205.

Offered every third year.

311. Introduction to Literature

Introduction to the genres and major literary periods in German literature. Development of

reading strategies and skills, with attention given to the advanced grammar needed to read

German intelligently. Short writing assignments to develop skill in analyzing texts. Prerequisite:

GER 205. Offered every third year. (Humanities)

315-317. Topics in German Studies

See Topics Courses.

Cornell College 2016-17 Academic Catalogue 90

333. Goethe

Introduction to the man and his works, concentrating on Faust. Prerequisite: GER 302 or 311.

Offered every third year. (Humanities)

341. Romanticism

Survey of the German Romantic period, concentrating on Novalis and Kleist. Supplementary

readings in Romantic Criticism and the philosophy of German idealism. Prerequisite: GER 302

or 311. Offered every third year. (Humanities)

351. Modern Men

The three authors most associated with modernist literature are Rainer Maria Rilke, Thomas

Mann and Franz Kafka. This course will explore their writings, position within the literary

industry, and the place of literature in society in the early 20

century. Taught in English.

Prerequisite: Sophomore Standing. Offered every third year. Prerequisite: Sophomore Standing.

(Humanities)

381. Germany Awakes (1871-1914)

A survey of the decade immediately following the unification of Germany under Bismarck in

1871. Readings and discussion of the history, society, and literature of those years when

Germany became a world power, an industrialized country, and a militaristic society.

Prerequisite: GER 302 or 311. Offered every third year. (Humanities)

383. Anxiety and Elation in the Weimar Republic 1919-1933

A survey of the Weimar Republic, 1919-1933, when Germany struggled to overcome its defeat in

World War I. Readings and discussion of its economic and political history, and the

developments in society, literature and cinema. Analysis of Nazism's rise to power. Prerequisite:

GER 302 or 311. Offered every third year. (Humanities)

385. From the Rubble to the Wall: Postwar Germany, 1945-1963

A survey of Germany 1945-1963, when the two German successor states, and Austria, struggled

with the legacy of the Third Reich. Readings and discussion of the development of East and

West Germany and their political and economic incorporation into the Soviet and Western

Blocs. The peculiar neutrality of Austria. The Wirtschaftswunder in West Germany and Austria,

and its pale reflection in East Germany. Prerequisite: GER 302 or 311. Offered every third year.

(Humanities)

386-387. Topics in German Studies

See Topics Courses.

485. Senior Tutorial (Capstone)

The capstone in German Studies is designed to develop strong mastery of advanced German

speaking, writing and reading/listening comprehension. Students develop their own research

project which culminates in a final paper or series of papers. Students are strongly

recommended to take GER 390 or a similar course in one of the terms preceding the seminar, in

order to properly prepare. Required of all German majors. Prerequisites: four 300-level German

courses.

511. German Reading and Conversation Group (1/4)

Maintenance of German language skills through reading and conversation. Six meetings per

term, with all student work done during the meetings. Prerequisite: GER 102. (CR)

Cornell College 2016-17 Academic Catalogue 91

990. Term, Semester, or Year in Germany: see Foreign Language Abroad Program and

also Goethe Institute’s web site at http://www.goethe.de

Japanese (JPN)

101-102-103. Beginning Japanese I, II, and III

Essentials of grammar emphasizing skills in reading, writing, speaking, and understanding

Japanese. Classroom activities promote conversational skills. The 101-102 and 103-205

sequences are offered in alternate years. (Language)

205. Topics in Japanese Culture

Continued development of linguistic and cultural competence in Japanese through intensive

engagement with a cultural topic or theme or through interaction with native speakers.

Prerequisite: JPN 103. (Language)

390. Individual Project See Additional Academic Programs, All-College Independent Study

Courses 290/390.

923. Japan Study

An ACM program which offers a year at Waseda University in Tokyo. There are also

opportunities for students from ACM colleges to study Japanese during the summer at Beloit

College.

Russian (RUS)

Major: A minimum of seven course credits in Russian at or above the 300 level, which include

RUS 301, 302 or 303, at least two courses in Russian literature, and RUS 485. A maximum of

two courses in Russian history may be applied toward the major: HIS 321 (Muscovite and

Imperial Russia), 322 (Revolutionary and Soviet Russia), and 323 (Russia from 1941).

Note: A major in Russian Studies is also offered; however, students may not combine a major

in Russian with the interdisciplinary major in Russian Studies.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

Russian should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of five course credits in Russian which include RUS 205, 301, 302, or 303,

and three other Russian courses at or above the 300 level, at least one of which must be a

literature course conducted in Russian. One course in Russian history may be substituted to

count towards the minor: HIS 321 (Muscovite and Imperial Russia), 322 (Revolutionary and

Soviet Russia), or 323 (Russia from 1941).

Note: The Russian minor is not available to students with a Russian Studies major.

Courses taught in Russia: see RUS 384 below.

101-102-103. Beginning Russian I, II, and III

Development of basic languages skills (speaking, reading, listening, writing) and introduction to

culture. Emphasis on practical vocabulary for everyday situations. (Language)

Cornell College 2016-17 Academic Catalogue 92

205. Intermediate Russian

Continued development of linguistic competence and cultural literacy. Students will use both

textbooks and materials from the Internet to improve their skills. Prerequisite: RUS 103.

(Language)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

281. "The Other" in Russian Literature and Film (W)

Examination of works of literature and film that reveal historical and contemporary trends in

Russian culture, with an emphasis on Russia's relationship to its past and to other cultures.

Conducted in English. Alternate years. Same course as RSS 281. (Writing Requirement)

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Composition and Conversation

Practice in reading, writing, listening, and speaking, and introduction to complex grammatical

structures. Compositions and discussions on a variety of topics using various materials.

Prerequisite: RUS 205. Alternate years.

302. Contemporary Currents

Practice in reading, writing, listening, and speaking in Russian with an emphasis on the use of

complex grammatical structures. Course materials will focus on contemporary culture.

Prerequisite: RUS 205. Offered every third year.

303. Language in Context

Practice in reading, writing, listening, and speaking using a variety of authentic materials from

contemporary sources, such as on-line magazines and newspapers, films, interviews, and letters.

Emphasis on building vocabulary and comprehension of complex grammatical structures.

Alternate years. Prerequisite: RUS 205. (Language)

311. Nineteenth Century Russian Literature (in Russian)

Introduction to Russian literature of the nineteenth century, with readings of works by

representative writers. Conducted in Russian. Offered subject to availability of faculty.

Prerequisite: RUS 301 or 303. (Humanities)

312. Twentieth Century Russian Literature (in Russian)

Introduction to Russian literature of the twentieth century, with readings of works by

representative writers. Conducted in Russian. Offered subject to availability of faculty.

Prerequisite: RUS 301 or 303. (Humanities)

315-316. Topics in Russian Literature (in Russian)

Reading and analysis of selected works of Russian literature. Topics may focus on a particular

writer, theme, or genre. Conducted in Russian. Offered subject to availability of faculty.

Prerequisite: RUS 301 or 303. See Topics Courses. (Humanities)

341. Classics - 19th Century Russian Literature in English

Examination of major writers and trends from the period when Russia produced some of the

greatest works of literature in the world. Texts include Pushkin’s Eugene Onegin, Dostoevsky’s

Cornell College 2016-17 Academic Catalogue 93

Notes from Underground, and Tolstoy’s Anna Karenina. Conducted in English. Prerequisite:

Writing-designated course (W). Offered every third year. (Humanities)

351. Change and Revolution in Russian Literature (in English)

Examination of major works of pre- and post-revolutionary Russian fiction, poetry, and drama

from the period 1880-1932, with a focus on the theme of society in transition. Writers include

Chekhov, Gorky, and Mayakovsky. Conducted in English. Prerequisite: Writing-designated

course (W). Offered every third year. (Humanities)

355. Soviet and Post-Soviet Russian Literature and Film (in English)

Examination of major trends in literature and film during the Soviet and post-Soviet periods.

Literary texts include Solzhenitsyn's One Day in the Life of Ivan Denisovich, Bulgakov's The

Master and Margarita, and Pasternak's Doctor Zhivago. Films include Ballad of a Soldier, The

Cranes are Flying, and The Thief. Conducted in English. Prerequisite: Writing-designated

course (W). Offered every third year. (Humanities)

384. Russia Today

The current scene in Russia. Registration, when the course is taught in Russia, entails additional

costs. Offered subject to availability of faculty. Same course as RSS 384. (CR)

391. Tutorial in Russian

Supervised reading in Russian literature and/or civilization, with discussions and compositions

based on the reading. Conducted in Russian. Prerequisites: RUS 205 and permission of

instructor.

485. Senior Capstone

Reading, research, and writing in Russian and in English on a topic developed in consultation

with the program advisor. Prerequisites: senior standing and permission of instructor. Same

course as RSS 485.

501. Theatre in Russian (1/4)

Group reading, discussion, and preparation of one or more Russian plays. Rehearsals and

performances in Russian. Prerequisites: knowledge of Russian and permission of instructor.

Same course as RSS 501. (CR)

511. Russian Reading and Conversation Group (1/4)

Maintenance of Russian language skills through reading and conversation. Same course as RSS

511. (CR)

Spanish (SPA)

Major: A minimum of eight course credits in Spanish at or above the 300 level, which include

SPA 301, 311, capstone (411 or 412), two elective courses (in Spanish or in other areas approved

by the Department as relevant to the Spanish major), and at least one course in each of the

following categories:

Culture: SPA 381, 383, 385, or Topics in Culture

Peninsular Literature: SPA 321, 322, 351, or Topics in Peninsular Literature

Latin American Literature: SPA 352, 355, 356, or Topics in Latin American Literature

Cornell College 2016-17 Academic Catalogue 94

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

Spanish should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of five course credits in Spanish at or above the 300 level which include

301, 311, one elective (in Spanish or in another area approved by the Department), and one

course in each of two of the following categories:

Culture: 381, 383, 385, or Topics in Culture

Peninsular Literature: SPA 321, 322, 351, or Topics in Peninsular Literature

Latin American Literature: SPA 3352, 55, 356, or Topics in Latin American Literature

Latin American Studies Major: see Latin American Studies.

Courses taught in Mexico, Bolivia, Argentina, and Spain: see 201, 206, 302, 303, and

381 below.

Note: Lectures and discussions in all 300- and 400-level courses are in Spanish.

101-102-103. Beginning Spanish I, II, and III

Essentials of grammar stressing skills in understanding, speaking, reading, and writing with

classroom activities promoting conversational skills. Short readings for cultural awareness and

vocabulary development. (Language)

109. Topics in Hispanic Literature and Culture (in English)

Seminar for first year students only. Intensive engagement with a topic in Hispanic cultural or

literary studies. Taught in English. See Topics Courses. (Humanities)

201. Basic Spanish

Independent, supervised study for students at the beginning or intermediate level who wish to

improve their skills in reading, writing, speaking, and understanding Spanish in an approved

language school in Latin America or Spain. Students take a placement test before and after the

term and the department assigns credit at a level reflecting students' accomplishments. Consult

with Spanish faculty for additional information. (CR)

205. Topics and Encounters in Hispanic Cultures

Topics in Hispanic literature, culture, history, and film, taught in Spanish at the intermediate

level. Students will apply their basic language skills in a variety of different contexts, from

studying a topic in the target language to having regular interactions with native speakers in

U.S. communities off-campus or via online virtual communities. Prerequisite: SPA 103.

(Language)

206. Spanish Cultural Immersion (Intermediate Spanish Abroad)

Taught in Latin American countries such as Argentina, Bolivia, and Guatemala, students will

develop their knowledge of Spanish language and culture in a classroom setting, in daily

interactions with native speakers from the local community, and in excursions to culturally rich

sites. Includes a homestay. Registration entails additional costs. Prerequisites: SPA 103 and

permission of instructor. Offered two out of three years.

265-269. Topics in Spanish

See Topics Courses.

Cornell College 2016-17 Academic Catalogue 95

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Advanced Grammar and Composition

Intensive practice in writing in Spanish in combination with a study of Spanish grammar that

concentrates on those aspects of the language which are challenging for the advanced student.

Emphasis on expanding vocabulary and developing writing fluency. Required of all Spanish

majors. Prerequisite: SPA 205 or 206.

302. Advanced Conversation Abroad

Taught in Mexico, Argentina, or Guatemala and designed for students who wish to achieve a

higher level of fluency and a comprehensive understanding of life in Mexico, Bolivia, or

Guatemala. Includes a homestay with a local family. Registration entails additional costs.

Prerequisites: SPA 205 or 206 and permission of instructor. Offered two out of three years.

303. Advanced Spanish Abroad

Alternative to 302 for advanced students who wish to study Spanish on their own in an

approved language school in Latin America or Spain. Intended for students interested in

achieving a high level of fluency and a comprehensive understanding of life in a Hispanic

country. Includes a homestay. Registration entails additional costs. Prerequisites: SPA 205 or

206 and permission of the Department.

311. Introduction to Textual Analysis

Development of reading strategies and skills needed for analyzing and understanding literary

texts. Organized around a topic, literary genre, period, or major writer and chosen to meet the

needs of students who are just beginning upper-level coursework in Spanish. Special attention

given to vocabulary development and to the advanced grammar required for understanding

literary/cultural texts. Required of all Spanish majors. Prerequisite: SPA 301, 302, or 303.

(Humanities)

321. Golden Age: Romancero and Comedia

Heroes, legends, history, and the development of a national consciousness seen through popular

ballads. The national theatre as an expression of Spanish ideals and aspirations: Lope de Vega,

Tirso de Molina, and Calderon de la Barca. Prerequisite: SPA 311. Offered every third year.

(Humanities)

322. Golden Age: Don Quijote

Don Quijote in the context of the literature of the age. Readings from Amadis de Gaula, Lazarillo

de Tormes, El abencerraje y la hermosa Jarifa. Renaissance and Baroque elements, contribution

to the modern novel, universal themes and cinematographic interpretations. Prerequisite: SPA

311. Offered every third year. (Humanities)

351. Twentieth Century Peninsular Novel and Poetry

Spanish novel and poetry from the "Generation of 1898" to the present, with emphasis on

representations of the human condition in Unamuno, Baroja, A. Machado, and Garcia Lorca.

Prerequisite: SPA 311. Offered every third year. (Humanities)

Cornell College 2016-17 Academic Catalogue 96

352. Modern Hispanic Theatre

Theatre of Spain and Latin America in the twentieth century, including the experiment with

magical realism in Latin America. Prerequisite: SPA 311. Offered every third year. (Humanities)

355. Latin American Short Story and Novel

Representative modern fiction: novel of protest, magical realism, and fantasy in the short story

and novel of the "Boom." Authors include Quiroga, Garro, Ocampo, Valenzuela, Borges,

Cortazar, Rulfo, Fuentes, and Garcia Marquez. Prerequisite: SPA 311. Offered every third year.

(Humanities)

356. Latin American Poetry

Poetry from Modernism to the present, with emphasis on the encounter between reality and the

poet and the creation of a new poetic world. Poets include Ruben Dario, women of 1910-20,

Cesar Vallejo, and Pablo Neruda. Prerequisite: SPA 311. Offered every third year. (Humanities)

365-369. Advanced Topics in Spanish

Selected topics in the literature and culture of the Hispanic world. See Topics Courses.

(Humanities)

381. Peninsular Culture and Civilization

Origins, development, and significance of various aspects of Spanish civilization, with special

emphasis on how these influence contemporary economic, political, sociological, and artistic

forces within Spain. Taught in Spain. Registration entails additional costs. Prerequisite: SPA 311.

Offered every third year. (Humanities)

383. Latinos in the U.S.

Origins, development, and significance of various aspects of Latino life in the United States.

Prerequisite: SPA 311. Offered every third year. (Humanities)

385. Latin American Culture and Civilization

Study of the most important cultural and political issues in Latin American civilization from

Columbus to the present day. Chronicles, essays, and public speeches provide the main texts and

sources of information for discussions. Prerequisite: SPA 311. Offered every third year.

(Humanities)

411. Seminar

In-depth studies in the literature and culture of Spain and Latin America. Prerequisites: at least

three 300-level Spanish courses above SPA 311. May be repeated once for credit if topics are

different. (Humanities)

412. Advanced Field Research in Spanish

A capstone experience intended for students with a double major in Spanish and another

department. Assumes junior or senior standing in both majors, entails field research using the

target language in a Spanish-speaking country, and a final written and/or public presentation of

findings in Spanish. Prerequisites: at least three 300-level Spanish courses above SPA 311.

Prerequisites in the second major: completion of 2/3 of the required course work toward the

second major and a research methods course (if the second major is in the social sciences).

Arrangements must be made with instructor prior to registration.

Cornell College 2016-17 Academic Catalogue 97

501. Theatre in Spanish–Workshop (1/4)

Group reading, discussion, and preparation of one or more Latin American or Spanish plays,

with attention to meaning, interpretation, staging, and costuming. Rehearsals and performances

in Spanish. Prerequisites: knowledge of Spanish and permission of instructor. (CR)

511. Spanish Reading and Conversation Group (1/4)

Maintenance of Spanish language skills through reading and conversation. (CR)

941. Costa Rica: Studies in Latin American Culture and Society: see ACM Programs.

942. Costa Rica: Tropical Field Research: see ACM Programs.

988. There are semester programs in Spain, Central America, and South America run by the

School for International Training. In addition to language and culture studies, many of these

programs have a special theme, e.g., Development Studies, Environmental Studies, Social

Justice, the Arts, and Language Immersion.

Additional Programs

Language and Linguistics (LAL)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

350. Philosophy of Language

Introduction to problems and methods in the philosophy of language: meaning, reference, the

relation between speech and thought, the relation between language and reality, speech acts,

metaphor. Alternate years. (Humanities)

352. Linguistics

A scientific view of languages, their characteristics, and their variations. Introduction to the

more important sub-field of linguistics. Illustrations from English and other languages.

Relationships between linguistics and other social sciences, showing research methods and

conveying the view that language permeates both thought and culture. Offered subject to

availability of faculty. (Social Science)

English as a Second Language (ESL)

All students from nations in which English is not the native language are required to take

written tests in English at Cornell College prior to their first registration. These tests will be used

for placement in the courses in English as a Second Language. The Coordinator of the ESL

program, in consultation with the instructors and the student, will determine when the student

may be permitted to register for courses in other departments. Coordinator: IKACH

103. Elementary English as a Second Language

Rapid survey of English grammar. Intensive drills designed to improve practical skills in

reading, writing, listening comprehension, and speaking. Continued practice in writing

paragraphs. Discussions about American culture and history.

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204. Intermediate English as a Second Language I

For students with an intermediate proficiency in English. Continued acquisition of language

skills. Review of English grammar. Readings emphasize American culture. Daily short writing

assignments. Introduction to the library, note taking, and paraphrasing. Prerequisite: ESL 103.

205. Intermediate English as a Second Language II

Continued grammar review. Greater emphasis on extensive reading. Practice in expository

writing, paraphrasing, and summaries. Introduction to annotated writing. Prerequisite: ESL

204.

306. Advanced English as a Second Language

For students with a minimal or a partial academic proficiency in English. Instruction in writing

expository and argumentative prose. Practice in writing a short research paper. Readings in

academic subjects. The class may visit other courses. Prerequisite: ESL 205.

390. Individual Project: See Additional Academic Programs, All-College Independent Study

Courses 290/390.

Classical Studies (CLS)

Advisor: John Gruber-Miller

This interdisciplinary major is based on the study of language, literature, and civilization and

allows for a creative and flexible program that will touch all aspects of the ancient world--its art,

history, religion, philosophy, literature, society, and culture.

Major: A minimum of nine course credits, which include:

1. Three course credits in either Latin or Greek at or above the 200 level;

2. Two course credits in Greek and Roman literature in English translation selected from CLA

216, 364, 372, and 373;

3. Three course credits in related areas selected from ART 251 (Greek and Hellenistic Art), 252

(Etruscan and Roman Art); CLA 111 (Big Screen Rome); 230 (Cultural Crossroads in

Antiquity); 254 (Greek History); 255 (Roman History); 264 (Women in Antiquity); 381

(Greek Archaeology); 382 (Roman Archaeology); PHI 302 (Ancient Philosophy); REL 251

(Jesus in the Gospels), 252 (Epistles of Paul), 353 (Christian Foundations).

4. Capstone Course: CLA 487 Junior-Senior Seminar.

With the permission of the major advisor, relevant courses from other departments may be

counted toward the major.

Minor: A minimum of five course credits which include two courses in either Latin or Greek at

or above the 200 level; one course credit in Greek and Roman literature in English translation;

and two other courses approved for the Classical Studies major.

Computer Science (CSC)

Tony deLaubenfels, Ross Sowell (chair), Leon Tabak

The technology of computing has developed with unprecedented speed and offers the prospect

of continued rapid advance. Few technologies have so quickly become so pervasive. Few have so

profoundly changed science, business and industry, and government. Some understanding of

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the potential and limitations of computing is essential to anyone who wishes to understand

modern society.

Design, experiment, and analysis: these skills make the computer scientist part engineer, part

scientist, and part mathematician. The student of computer science learns how to effectively

communicate with teammates and clients to define problems and their solutions. Students learn

how to divide a complex problem into pieces of manageable size, to organize and relate the

pieces of information that describe the problem, and to order the steps of the solution. The study

of computer science serves to increase a student's awareness of the necessity of constructing a

hierarchy of abstractions as a means of building and understanding complex machines, the

designer's need to give balanced consideration to competing goals, e.g., minimizing cost while

maximizing computational speed, and the relationship between software and hardware.

Major: A minimum of 10.25 course credits, including 9.25 in Computer Science; also MAT 120

or 121 (Calculus of a Single Variable). The courses in Computer Science must include CSC 140,

144, 151, 218, 301, 512 (capstone), and at least four other 300-level courses. One of the four

required 300-level courses may be an Internship, Individual Project, or Group Project. The

faculty strongly recommends additional study of mathematics and statistics, to include STA 201

(Statistical Methods I) and MAT 221 (Linear Algebra), for those students who intend to pursue

software engineering careers or continue their study of computer science at the graduate level.

Minor: MAT 120 or 121 (Calculus of a Single Variable) and a minimum of six course credits in

Computer Science which include CSC 140, 144, 151, 218, 301 and at least one other 300-level

course, excluding Internships, Individual Projects, and Group Projects.

131. The Beauty and Joy of Computing

Computing has changed the world in profound ways. It has opened up wonderful new ways for

people to connect, design, research, play, create, and express themselves. This course will focus

on some of the "Big Ideas" of computing that have changed the world and consider where it will

go in the future. We will discuss the challenges and implications of computer technology,

including the responsibilities of those who design and use computer systems. Students will learn

a bit about computer programming and a lot about writing at the college level. The lab portion of

the course will introduce students to computer programming using languages and development

tools designed for students with no programming experience.

140. Foundations of Computer Science

This course introduces students to problems that engage the interests of computer scientists and

define the field. The course introduces students to object-oriented design, a principal discipline

that computer scientists use to solve problems. Students learn to divide large problems into

small problems, bundle related data with methods that operate on that data, and incorporate

into new designs elements of previously completed designs. The course emphasizes creative

expression using an abstract notation. Students practice designing, writing, testing, and

presenting programs. Success in the course does not require previous programming experience.

144. Software Architecture

Disciplined design, coding, and testing of substantial programs. Specification of relationships

among components of a program using composition and inheritance. Discernment of a client's

requirements. Evaluation of the communication between a computer program and its human

user. Prerequisite: CSC 140.

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151. Discrete Mathematics for Computer Science

Logic, algorithms, combinatorics, trees, graphs, and other topics from discrete mathematics

used in computer science. Prerequisite: 3-1/2 years of high school mathematics. (Mathematics)

155. Topics in Computer Science

See Topics Courses.

218. Computer Organization

A view of the layers in the design of modern computers that begins at the level of individual logic

gates, and progresses upward through elementary circuits, the design of a microprocessor, and

programming at the lowest levels. An examination of costs and advantages gained by shifting

functions from hardware to software, or vice versa. Prerequisites: CSC 140 and 151.

222. Geographic Information Systems

This course introduces students to computer science through a study of one of its important

applications. Through work on projects related to their major fields of interest, students will

learn how to use the visualization and statistical functions of geographic information systems as

aids in making decisions. Students will learn how to represent, analyze, and display geographic

data. Case studies will familiarize students with applications of the technology in the natural

sciences, public policy, business, and other fields. Readings, discussions, and exercises will

acquaint students with current standards, available tools, significant achievements, and the

potential for the future development of geographic information systems.

230. Database Technologies for Analytics

An introduction to elements of relational database design and query with an emphasis on

Structured Query Language (SQL). Introduction to data mining including data interchange,

filtering, scraping, and cleaning. Working with Big Data using NoSQL technology.

This course meets half time in a classroom for lecture/discussion and half time in a computer

lab for hands on experience with the software systems.

255-257. Topics in Computer Science

A focus on some part of the social context in which computer scientists work: professional

ethics, leadership, and creativity in the technical professions; the software engineer's

opportunities and responsibilities for helping to solve pressing social problems; or how

innovations in the technology of computing are changing the way ordinary people live, work,

and learn. See Topics Courses.

270. Electronic Instrumentation

Same course as EGR 270 (see for course description). Prerequisites: PHY 142 or PHY 162, or

permission of instructor.

280/380. Internship in Computer Science

Participation in a computer-related area such as working with a business, government, or other

appropriate institution under the direction of the organization's leaders and a faculty supervisor.

Prerequisites: junior or senior standing; at least two 300-level Computer Science courses;

approval by the faculty supervisor, the participating institution, and the Department. The

maximum credit that may be earned in a Computer Science internship is two term credits. See

Additional Academic Programs, All-College Independent Study Courses 280/380. (CR)

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289/389. Group Project: See Additional Academic Programs, All-College Independent

Study Courses 289/389.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Algorithms and Data Structures

Measurements of complexity. Comparison of methods for searching and sorting data.

Alternative ways of organizing data in lists, tables, and trees. Prerequisites: CSC 140, 144, 151,

and MAT 120 or 121.

302. Electronics

Same course as PHY 302 (see for course description). Prerequisites: CSC 140 and 151 or PHY

142 or 162. (Laboratory Science)

311. Systems Software

Process scheduling and synchronization, interprocess communication, allocation of memory

and disk space. Creation and use of software, libraries, tools, and methods for the production of

efficient, reliable software. Prerequisites: CSC 144 and 218. Alternate years.

314. Data Management Systems

Concepts and structures necessary to design and implement a database management system.

Relational and object database models. Prerequisites: CSC 144 and 151. Alternate years.

315. Programming Language Concepts

Principles of design and implementation of high-level programming languages. Language

definition structure, run-time behavior. Alternative programming paradigms, including

functional languages. Programming examples from selected languages. Prerequisites: CSC 144

and 151. Alternate years.

317. Computer Networks

In this course, students examine the challenges of communication through dynamic networks,

including the challenges of routing messages and making communication reliable and secure.

The top-down approach begins with a study of application level protocols (application level

protocols govern, for example, communication through the Web and via e-mail) and proceeds to

a study of the lower level transport and network layer TCP/IP protocols that are at the heart of

the Internet. At the still lower link layer, students explore methods for resolving addresses and

allowing multiple access on local area networks. Measurement, analysis, and simulation of

networks in the laboratory. Prerequisites: CSC 140, 151, and 218.

321. Computer Graphics

Introduction to the concepts and algorithms of computer graphics. Architecture of display

systems, 2D and 3D geometry and algorithms, viewing transformations, interactive techniques,

color concepts. Prerequisite: CSC 301. Alternate years.

355-360. Advanced Topics in Computer Science

A study in greater depth of a topic covered in the core curriculum, an introduction to an area of

specialization within computer science, or readings in the research literature. Intended to

broaden students' perspectives on the range of opportunities that will be available to them in

professional practice and graduate-level study. Recent topics have included Algorithms,

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Computer Networks, Robotics, Client Server Systems, Structure and Interpretation of Computer

Programs, and Bioinformatics. See Topics Courses. Prerequisites: CSC 140 and 151.

511. Extended Research in Computer Science (1/4)

Reading coupled with research on a specialized topic. This adjunct course must be taken over

four successive terms. Prerequisites: departmental GPA of 3.0 or higher, prior completion of one

course in the Department at or above the 200 level, and permission of instructor. (CR)

512. Professional Practice in Computer Science (1/4)

Each student will gain experience in the iterative development of software through all stages of

development, in presentations of a project to their peers, and in the review of their peers’

projects. Success will require application of knowledge and skills acquired in several core and

elective courses. This practice solving problems like those encountered in industry and advanced

study will prepare students for the challenges and opportunities that await them after

graduation. Students should consult with an advisor in the department before beginning the

course. In this course, students should plan on improving a project begun and substantially

completed in another course. That other course may be taken concurrently. The course involves

meeting twice each term for a total of 12 hours per semester and approximately 24 hours of

work outside of class. Is repeatable once for credit. Prerequisites: CSC 140, CSC 144, CSC 151,

CSC 218, CSC 301. Students should take this course during (or after) the year in which they

complete other requirements for the major. (CR)

Economics and Business (ECB)

Huan Cai, A'amer Farooqi (chair), Santhi Hejeebu , Todd Knoop, Aaron Miller, Jerome Savitsky

The economics and business department offers two distinct majors: (1) Business, and (2)

Economics and Business.

Business Major: The Business major offers students the opportunity to choose one of three

tracks: Business/Finance, Business/Analytics, and Business/Actuarial Science. Students who

choose the Business major must complete one of the tracks as defined below. Students may not

double major in Business and in Economics & Business.

Tracks:

Business/Finance

A minimum of 12 course credits, to include the following required courses: ECB 101; ECB

102; ECB 151; ECB 210; ECB 225; ECB 243; ECB 253; ECB 302; ECB 359; ECB 352; ECB

300-level elective or Internship; STA 201 or STA 347.

Business/Analytics

A minimum of 12 course credits, to include the following required courses: CSC 230;

ECB 101; ECB 102; ECB 121; ECB 151; ECB 212; ECB 353; ECB 354; ECB 358; ECB 300-

level elective or Internship; STA 201 or STA 348; STA 202.

Business/Actuarial Science

A minimum of 14 course credits to include the following: ECB 101; ECB 102; ECB 151;

ECB 210; ECB 243; ECB 301 or ECB 302; ECB 340; ECB 352; CSC 151; MAT 122; MAT

221; MAT 301; STA 347; STA 348.

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Economics & Business Major: A minimum of 12 course credits, including the following core

courses: ECB 101, 102, 151, 301, 302, and STA 201 (Statistical Methods I) or STA 348

(Mathematical Statistics II); at least one of the following quantitative literacy courses, to be

taken by Block Four of the junior year: ECB 212, 223, 225, 243, 257, or 258; at least two of the

following capstone seminar courses: ECB 320, 321, 323, 352, 354, 356 and 358; at least one

300-level ECB elective (ECB 380, 389, 390, 397, and 399 may not be applied to the 300-level

ECB elective requirement). Students may not double major in Business and in Economics &

Business.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

social studies should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Concentrations: A combination of courses from several disciplines may be used as a basis for

advanced training in law, government service, and a number of other professional programs.

The Department will assist students in selecting interdisciplinary programs for special purposes,

e.g., with the other social sciences and natural sciences for environmental studies, and with

history and politics for international studies.

Quantitative Skills: For basic skills, majors should take CSC 131 (Computing Practice and

Perspectives) and MAT 121 (Calculus of a Single Variable). For strong graduate school

preparation in either economics or business, students should take CSC 140 (Foundations of

Computer Science), MAT 121 (Calculus of a Single Variable), 122 (Calculus of Several Variables),

221 (Linear Algebra), and possibly STA 347 and 348 (Mathematical Statistics I & II).

Business Minor: A minimum of 8 course credits, including the following core courses: ECB

101, 102, 151, and either STA 201 (Statistical Methods I) or STA 348 (Mathematical Statistics II);

either ECB 301 or 302; at least one of the following quantitative literacy courses, to be taken by

Block Four of the junior year: ECB 225 or 243; at least one of the following capstone seminar

courses: ECB 352 or 356; and at least one elective from the following list of courses: ECB 206,

208, 210, 225, 243, 251, 311, 354, or ECB topics courses (265-275 and 365-369) as designated by

the department.

Note: Students may not minor in Business and major in Economics and Business.

101. Macroeconomics

Basic macroeconomic theory. Analytical evaluation of the determinants of national output,

inflation, and unemployment. Examination of fiscal and monetary policies and issues in

international trade and payments. Introduction of tools necessary to analyze economic models.

(Social Science)

102. Microeconomics

Basic microeconomic analysis of consumer choice, the business firm, and resource markets in

labor, capital, and land. Analysis and critique of government policy in problem areas such as

monopoly power and government regulations and expenditures. Prerequisite: two years of

algebra in high school. (Social Science)

111. Introduction to Business

This course introduces a core business function such as marketing, operations, talent

management, or information systems. The course will illustrate relevant social science theory in

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the context of business practice. The specific area of business will depend on the faculty

instructor.

121. Data Visualization

This course enables students to see stories in numbers. Students will work with business and

economic data, students will identify central tendencies and patterns of dispersions. They will

learn methods of exploring data and effectively communicating insights through appropriate

graphical presentation.

151. Financial Accounting

This course provides guidance in how to use accounting reports for financial analysis. The

primary objective of this course is to understand and analyze financial statements including

Balance Sheets, Income Statements, Statement of Cash Flows, and Statement of Retained

Earnings. Objectives of financial accounting rather than bookkeeping techniques.

206. Bonds, Mortgages, and Their Derivatives

Fixed income (debt) securities account for about two thirds of the market value of all securities

that are outstanding in the world. This course focuses on various types of debt securities and

their markets, and in turn develops tools for the valuation and management of these securities

and the interest rate risk associated with them. Additional topics include yield curve analysis,

fixed income portfolio management, and immunization strategies. Alternate years.

208. Health Economics

Examination of the structure and financing of the U.S. health care system, including

government programs, employer sponsored programs, and the individual insurance market.

Students will apply economic reasoning to contemporary issues involving the organization, cost,

and distribution of resources in the health sector. The course will focus primarily on healthcare

in the United States but will include coverage of other nations as well. Alternate years. (Social

Science)

210. Introduction to Financial Management

This course provides a basic understanding of business finance from the company’s perspective.

The primary objective of this course is to introduce basic financial concepts and decision-

making techniques, and applications in financing and investment decisions in a corporation.

Focus on two major areas of corporate finance: corporate investing (capital budgeting) and

financing (capital structure) activities. Prerequisite: ECB 151. (Social Science)

212. Social Networks

In a tech savvy society, personal and business relationships often originate on-line. Computer-

mediated relationships are typically represented as networks. This course introduces the science

of networks, integrating ideas from sociology, economics, and mathematics. We will learn how

to identify important people and relationships within a social network. We will also learn how to

predict the formation of new links among members of a social network. The course also explores

how information and economic behavior, such as viral marketing ads, travel across a network.

Throughout the class, students will visualize networks and explore course concepts through data

acquired from popular social media websites including Facebook, YouTube, and Twitter.

Prerequisites: STA 201 or STA 348. (Social Science)

223. International Economics

Survey of international trade and finance with a theoretical emphasis. Why nations trade, the

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theory of protection, and commercial policy. Balance of payments, theories of exchange rate

determination, and international macroeconomic theory and policy. Prerequisites: ECB 101 and

ECB 102. Offered two out of every three years. (Social Science)

225. Money and Banking

The role of financial institutions and financial assets in macroeconomic activity. The stock

market, money markets, monetary policy, money supply and demand, interest rates, inflation,

international financial markets, and the International Monetary Fund. Prerequisites: ECB 101

and STA 201 or STA 348. (Social Science)

243. Investments

This course provides a comprehensive overview of investments from the capital market

investor’s perspective. The primary objective of this course is to introduce the modern portfolio

theory and its applications in investment analysis. The focus of the course is on basic principles

that represent important long-term knowledge. Institutional details and current, potentially

short-living trends are not the focus. Prerequisites: ECB 101 or 102, ECB 151, and STA 201 or

STA 348. (Social Science)

251. Introduction to Entrepreneurship

This course provides an introduction to the study of how business enterprises are created and

revitalized. Included will be an overview of the financial, marketing, organizational, and

managerial tools that entrepreneurs use when shaping an enterprise. In addition, this course

will introduce the topic of social entrepreneurship, in which organizations are created that not

only generate a return for the entrepreneur, but also address significant social problems such as

poverty alleviation or environmental protection.

253. Managerial Accounting

Continuation of ECB 151. Application of accounting data to management decisions.

Prerequisites: ECB 102 and 151. Alternate years.

257. Labor Economics

Exploration of a variety of current issues in labor markets from an economics perspective.

Included among the questions to be addressed in this course are: Why do professional athletes,

rock stars and movie stars earn so much more than the rest of us? What is the economic value of

a college degree? Why do some college majors earn so much more than others? Who pays for

and benefits from on-the-job training? Are workers better off when the government regulates

safety in the workplace? How does discrimination in the labor market affect women, African

Americans and other minorities? Why has union membership fallen so dramatically during the

last 30 years? Who benefits from and who is hurt by increased international competition?

Course activities will include a series of data collection/analysis/presentation projects.

Prerequisites: ECB 101 or 102, and STA 201 or 348. Alternate years. (Social Science)

258. Economics of Sports

Economic analysis of various aspects of professional sports and intercollegiate athletics. Topics

will include the relationship between on-the-field performance and economic profits, the

economics of competitive balance, the market for professional franchises, public financing of

stadiums and arenas, labor unions and labor relations, discrimination in the market for

professional athletes, the economics of intercollegiate athletics, and the role of the NCAA in

intercollegiate athletics. Course activities will include a series of data

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collection/analysis/presentation projects. Prerequisites: ECB 102 and STA 201 or 348. Alternate

years. (Social Science)

261. Global Environmental Economics

Economic analysis of global environmental issues, with special emphasis on developing

countries. Review of basic economic theory with respect to environmental issues. Policy analysis

of sustainable development, population growth, deforestation, air and water pollution,

ecotourism, international hazardous waste, biodiversity, and global warming. Recommended

prerequisite: ECB 101 or ECB 102. Alternate years. (Social Science)

265-275. Topics in Economics and Business

Selected topics of current interest in economics and business. See Topics Courses.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Intermediate Microeconomics

Economic theory of choice in a price system. The forces that determine price and production

decisions of business firms in competitive and monopolistic markets, and the allocation of

resources through these markets. Economic analysis applied to decision-making in government

and business firms, and to clarify social issues. Prerequisites: ECB 102 and junior standing.

(Social Science)

302. Intermediate Macroeconomics

Factors influencing the level of national income and employment, movement of prices, and

behavior of other macroeconomic variables. Postwar economic developments and contemporary

monetary and fiscal policy problems. Problems of economic growth and international trade.

Prerequisites: ECB 101, ECB 102, and junior standing. (Social Science)

311. Industrial Organization

Theories of market structure: perfect competition, perfect monopoly, oligopoly, cartels. Theories

of strategic behavior, emphasizing game theoretic approaches to the study of market structures.

The economics of information. Prerequisite: ECB 301. Alternate years. (Social Science)

320. Women, Men, and Labor Market Seminar

The seminar examines male/female differences in labor market outcomes. Theoretical

explanations will be confronted with empirical evidence. Topics to be covered include: labor

supply behavior and the allocation of time in the household, human capital investments in

education and labor market experience, discrimination against women in the acquisition of

human capital, labor market discrimination against women and the pay gap, and the economics

of anti-discrimination laws. This course also counts towards the GSS major. Prerequisites: ECB

301 and STA 201 or STA 348. Alternate years. (Social Science)

321. Macroeconomics Seminar

An investigation into why rich countries are rich and poor countries are poor. Macroeconomic

growth theory will be examined in an attempt to explain why some countries have experienced

growth miracles and others have been growth disasters. Course may be taught overseas in

alternate years. Prerequisite: ECB 302. (Social Science)

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323. International Economics Seminar

Theory of international specialization and world trade, the institutions and mechanisms of

world trade and payments, and major policy issues of concern to both industrial and developing

economies. Course may be taught overseas in alternate years. Prerequisite: ECB 302. (Social

Science)

337. Economics of Recessions and Depressions

Investigation into the causes and economics of recessions, depressions, and expansions.

Included will be a broad review of the history of macroeconomic thought, the development of

which has focused on explaining business cycles. The Great Depression will be examined in

detail. An introduction to business forecasting will also be covered. Prerequisite: ECB 302.

Alternate years. (Social Science)

340. Econometrics

Introduction to the use of statistics in economics and business, employing economic theory and

real-world data in order to predict future demand for a product and to forecast levels of inflation

and unemployment. Statistical methods include cross-section and time series analysis, and

single and multivariate regression. Prerequisites: ECB 101, ECB 102, and STA 201 or STA 348.

Alternate years.

341. Mathematical Economics

Application of mathematical techniques to economic analysis, with emphasis on the theory of

demand and the theory of the firm. Constrained and unconstrained optimization. Decision-

making under uncertainty. Prerequisites: ECB 102 and MAT 120 or MAT 121. Alternate years.

(Social Science)

351. Financial Management

Analytic tools of economics and accounting applied to a firm's financial value. Economics of the

securities and financial markets in which firms obtain capital. Prerequisite: ECB 253. (Social

Science)

352. Financial Management Seminar

This course examines options and futures markets, serving as an introduction to the dynamic

world of derivatives. Topics of the course include options pricing models, trading strategies,

forwards vs. futures, and risk management. Prerequisites: ECB 151, ECB 301 or 302, and ECB

210, 225, or 243. (Social Science)

353. Business Analytics I

This is the first of two courses that introduces students to core methods of business analytics.

The course covers data mining and regression models. Topics may include association rules,

cluster analysis, logistic regression. Using the case method and quantitative techniques,

students will collaboratively address complex and multi-dimensional business problems.

Prerequisites: STA 202 or STA 348.

354. Business Analytics II

This course enables students to develop spreadsheet models of business processes for more

effective managerial decisions. The course emphasizes a data-driven approach for identifying

potential opportunities and improvements in the value chain. Students will learn a variety of

optimization models as they apply to business situations such as workforce scheduling and

operations management. Students will also discover how managers address uncertainty through

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simulation models. The course will extensively use MS Excel plus additional software.

Prerequisites: ECB 102 and STA 201. STA 347 and 348 may be substituted for STA 201; STA

202 is recommended.

356. Economics of Organizations Seminar

Organizational Economics offers an economic approach to the study of management. We

explore how concepts such as optimization and equilibrium can be applied to real problems

inside the firm, such as the design of effective performance evaluation systems and employee

compensation plans. We consider in detail the problem of assigning decision-making authority

within a company. Organizational economics views the firm as a collection of contractual

relationships. Topics covered include contract theory, incentives within organizations, relational

contracting, and careers in organizations. The course will use Harvard Business School case

studies and will invite business practitioners. Prerequisite: ECB 301.

358. Analytics Case Seminar

This course applies the techniques of business analytics to a specific are of application, for

example marketing analytics, health care analytics, sports analytics, etc. The course will involve

a major case study with an actual organization. The specific orientation of the course will

depend on the faculty instructor.

359. Asset Valuation

This course focuses on topics of financial management that involve forecasting and valuations,

including time value of money, financial analysis (ratio analysis and cash flow analysis), pro-

forma, cost of capital, valuation methods, capital budgeting, and real options. The primary

objective of this course is to provide students with a framework for analyzing financial

information and to show how to apply this framework to do forecasting and valuations. This

course integrates key concepts from finance, accounting, strategy and economics, and bridges

the gap between ‘academic’ theory and ‘Wall Street’ practice. Prerequisites: ECB 151 and ECB

302.

365-369. Advanced Topics in Economics and Business

Selected topics of current interest in economics and business. Check individual course

description for prerequisite(s). See Topics Courses.

380. Internship in Economics and Business

Observation of and participation in activities related to Economics and Business courses and to

the career goals of the student. The student works with a business, government, or other

appropriate institution under the direction of the organization's leaders and a faculty supervisor.

Prerequisites: junior standing; courses that adequately prepare the student for the internship;

and approval by the faculty supervisor. Internships are normally for two terms. The maximum

credit that may be earned in an Economics and Business internship is three term credits. A

maximum of two course credits may be counted toward satisfying the requirement of nine

course credits numbered in the 300s or 400s for the Bachelor of Arts degree. (CR)

Cornell College 2016-17 Academic Catalogue 109

Education (EDU)

Kerry Bostwick, Jill Heinrich, Meg Jacobs (chair Spring 2017), Kate Kauper (chair Fall 2016),

and Cindy Postler

Cornell College offers a major in Elementary Education and coursework for students seeking

teaching certification in grades K-6, K-12, or 5-12. Students must apply to the Teacher Education

Program for admission to any of the certification tracks. Applications are due December 1 or

May 1 of the sophomore year or August 1 of their junior year. Students seeking admission to the

Teacher Education Program in their junior year must have special permission from the chair of

the Education Department.

The following conditions must be met before students will be considered for admission:

1. File a Declaration of Major form with the Registrar (including certification track if

applicable: K-12 or 5-12)

2. Complete EDU 215 or EDU 230 and at least one additional 200-level Education course

(EDU 205, EDU 215, EDU 230, EDU 240)

3. Have a cumulative GPA of 2.5 or higher by the admission deadline

4. Have one positive reference from a faculty member outside the Education Department

(submitted via online form by the recommending professor)

5. Successfully complete the C-BASE or Praxis Core Pre-Professional Skills Test by the

admission deadline.

Please see the Education Department’s website for additional admission requirements:

http://www.cornellcollege.edu/education/index.shtml

Elementary Education Major (Grades K-6)

Whether a candidate for the BA, B.Mus., or B.S.S. degree, every elementary education major

must complete the following requirements (these courses can also be applied to the general

education requirements).

1. One course in mathematics or statistics. Students may use Advanced Placement credit to

satisfy this requirement only if transcript credit is awarded.

2. One writing-intensive course (W).

3. One course in physical science chosen from: CHE 103 or 108; GEO 101, 105, or 111; or PHY

121, 123, 125, or 141

4. One course in life sciences chosen from: BIO 103, 106, 108, 141, or 142; or KIN/BIO 207

5. One course in American history

A minimum of 15 course credits in Education to include:

1. Foundational courses: EDU 205, 215, 230, and 240

2. Core methods courses: EDU 314, 317, 318, 319, INT 310, and INT 320

3. INT 121 Communication in Education

4. EDU 410, 420, and 430 (Student Teaching)

5. EDU 483 Senior Seminar

A second major or the completion of six courses in one of the following endorsement areas is

strongly recommended: reading, math, social studies (including history), science, or English.

Cornell College 2016-17 Academic Catalogue 110

Students are encouraged to complete the online reading endorsement courses

prior to graduation (EDU 330, 340, 350, and 360). If recommended by the Education

Department, the completion of the Elementary Education major qualifies students for K-6

teaching certification in the State of Iowa. Students considering relocation to another state after

graduation should check licensure requirements with the state’s Department of Education.

Certification Tracks

The Education Department offers coursework toward the completion of licensure requirements

in several endorsement areas in conjunction with an approved major. Students must follow their

major requirements in addition to satisfying each of the licensure requirements described

below.

Note: If students choose to pursue a BSS degree, they must check with an education professor

to make sure they are meeting the general education requirements as stipulated by the State of

Iowa.

Secondary Certification (Grades 5-12) in Social Studies, English/Language Arts,

Foreign Language, Mathematics, and Science

• Foundational Courses: EDU 205, 215, 230, and 240

• EDU 328 Reading in the Content Areas

• EDU 301 Secondary Curriculum and Instruction

• In addition, students should take the courses as specified by the following endorsement

areas:

• Social Studies:

• major in History, Economics/Business, Politics, Sociology, or Psychology

• EDU 306

• Social studies students in ECB, POL, SOC, and PSY are strongly advised to

include four courses in history (American and world)

• Science:

• major in Biology, Chemistry, Geology, or Physics

• EDU 307

• English/Language Arts:

• major in English (to include ENG 311)

• EDU 302

• INT 121

• Foreign Language:

• major in Spanish, French, Latin, Russian, or German

• EDU 304

• Mathematics:

• Major in Mathematics (to include MAT 231)

• EDU 305

• EDU 410, 420, and 430 (Student Teaching)

• EDU 483

Cornell College 2016-17 Academic Catalogue 111

K-12 Certification in Art, Music, and Physical Education

Students who seek licensure to teach art, music, or physical education will be recommended for

certification in grades K-12 after completing the following courses in addition to the respective

major requirements:

• K-12 Art:

o Major in Studio Art. Must include one course in painting and one in sculpture

(students are strongly advised to take classes in a variety of media)

o EDU 301

o EDU 328

o EDU 303

o ART 371 (offered as an independent study - see Education Department for

details)

o EDU 410, 420, 430 (Student Teaching placement is split between elementary

and secondary classrooms)

o EDU 483

• K-12 Music

o Major in Music Education (MUE)

o EDU 328

o EDU 410, 420, and 430 (Student Teaching placement is split between

elementary and secondary classrooms)

o EDU 483

• K-12 P.E.:

o Major in Kinesiology (Physical Education Concentration)

o EDU 328

o Note: for the K-12 endorsement students take both KIN 324 (elementary PE

methods) and KIN 331 (secondary PE methods)

o EDU 410, 420, and 430 (Student Teaching placement is split between

elementary and secondary classrooms)

o EDU 483

205. Historical Foundations of Education

This course explores the historical, sociological, and philosophical foundations of education. The

class will draw upon the broad, theoretical issues of education through a variety of written and

discussion-based activities. Particular attention is paid to curriculum theory, the civic and

democratic mission of the common schools movement, Dewey and the Progressive Era of

schooling, and the current social context of schools. Students are encouraged to critically

analyze the purpose of schooling and to further develop their own philosophies of education

through reflection and dialogue. No S/U option. (Humanities)

215. Educational Psychology

The factors that influence the nature and quality of growth, development, and learning during

the educational process. Examination, through the use of recent research and illustrative

examples, of important psychological characteristics of children and adolescents as learners,

and of teachers and the teaching process in the elementary and secondary schools. Fifteen

practicum hours required in the schools. Students must provide their own transportation. No

S/U option. Not open to juniors and seniors without permission of instructor. (Social Science)

Cornell College 2016-17 Academic Catalogue 112

216. Education Policy and Practice

This course will explore education policies and their relationship to sociological patterns of

school resegregation, the rise of credentialism, the end of educational expansion, and inequality

of educational opportunity. Students in the course will be introduced to the history of

policymaking in education beginning with the education reform policies of Horace Mann.

Students will also examine demographic data on educational attainment, analyze the policies

that alleviate or reinforce educational inequality, and describe what assumptions lie behind

current reform ideas. We will evaluate the dynamics of current debates by referencing the long-

standing tensions among the different purposes of schooling we have in our nation. Same course

as POL 216. (Social Science)

230. Exceptional Learner

An introduction to understanding the diversity of learners in K-12 classrooms and how

differentiated teaching methods and materials are essential to create a more inclusive and

equitable environment for all students. The major focus of the course will be identifying the

strengths and challenges of students to increase engagement and raise achievement through

varied approaches to teaching culturally and linguistically diverse learners and students with

documented needs. Fifteen hours of observation-practicum in the schools. Students must

provide their own transportation. No S/U option. (Social Science)

240. Education and Culture

This course explores the influence of social issues such as discrimination, diversity, equity,

racism, sexism, homophobia, and ethnic and socioeconomic pluralism in American schools. The

goals for this class are to understand and be sensitive to the values, beliefs, lifestyles, and

attitudes of individuals and the diverse groups found in a pluralistic society and to translate

knowledge of human relations into attitudes, skills, and techniques that will support favorable

learning experiences. Through critical analysis, this course reveals ways in which dehumanizing

biases may be reflected in instructional materials, methodologies, media, and everyday

encounters, and students learn how these interactions may influence classroom dynamics and

student learning. This course also counts towards the GSS major. No S/U option. (Social

Science)

260-265. Topics in Education

In-depth study of selected topics in the field of education. No S/U option. See Topics Courses.

270. Comparative Education in Belize

This is an off-campus course offered on San Pedro island in the country of Belize. Students

spend time in the local schools interacting with students, parents, teachers and community

members. Study includes analysis of the island’s various cultural groups including Mestizzo,

Mayan, Hispanic, Garifuna and Creole populations. Students are introduced to the basic

principles of qualitative and ethnographic research for the purposes of completing a qualitative

research project based upon their off-campus experience.

Prerequisites: Writing course, EDU

215 and 240. (Social Science)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

301. Secondary Curriculum and Instruction

This course is designed to provide secondary teacher education candidates with an opportunity

Cornell College 2016-17 Academic Catalogue 113

to study, reflect, question, and become knowledgeable about instructional methods while

applying and practicing these methods in a collaborative and constructive setting. Major topics

include: assessment of student learning, classroom management, curriculum development, and

instructional technology. Prerequisite: EDU 215 or EDU 230.

302. Secondary English Methods

This course is designed to introduce students to the methods and strategies of teaching English

at the secondary level. Students will focus on several topics and themes that are of great

importance to practicing and aspiring teachers. These topics include recent debates about the

teaching of English, active learning opportunities with literature, methods of instruction,

curriculum development and alignment with standards, the use of technology in teaching and in

student research, and assignment design and evaluation. This course is conducted at the

practicum site. Transportation to and from the practicum site is the responsibility of the

student. Prerequisites: EDU 215 or EDU 230.

303. Secondary Art Methods

This course is designed to help prepare students to be effective teachers of art at the secondary

school level. The practicum will allow students to observe and teach in the high school art

classroom and examine the stages of artistic development and appropriate art lessons and

teaching strategies. Consequently, students will be in conversation about the particulars of

teaching various artistic mediums in the high school setting. This course is conducted at the

practicum site. Transportation to and from the practicum site is the responsibility of the

student. Prerequisites: EDU 215 or EDU 230.

304. Secondary Foreign Language Methods

This course explores the theory and practice of teaching and learning a foreign language in the

secondary school setting. Topics will include instructional strategies for teaching conversational

skills and cultural appreciation in the target language, and learning theory as it relates to the

study of foreign language. This course is conducted at the practicum site. Transportation to and

from the practicum site is the responsibility of the student. Prerequisites: EDU 215 or EDU 230.

305. Secondary Math Methods

This course is focused on the practice of teaching mathematics. It will offer students

opportunities to observe, experiment with, and evaluate specific instructional methods for

mathematics and discuss the importance of balancing theory with practice. Specifically, this

course is designed around three primary domains of teaching mathematics: providing

instructional explanations of mathematics, facilitating small-group cooperative problem solving,

and orchestrating whole-class mathematical discussions. This course is conducted at the

practicum site. Transportation to and from the practicum site is the responsibility of the

student. Prerequisites: EDU 215 or EDU 230.

306. Secondary Social Studies & History Methods

This course introduces students to methods and strategies for teaching social studies and history

at the secondary level. In the course students will be introduced to the historical and theoretical

foundations of teaching social sciences, as well as to general issues involved in planning and

organizing a social studies curriculum. These include primary source-based history instruction;

methods of historical production (e.g., films, graphic histories, documentaries); curriculum

development; aligning instruction with standards; technology and social studies teaching; and

assignment design and evaluation. This course is conducted at the practicum site.

Cornell College 2016-17 Academic Catalogue 114

Transportation to and from the practicum site is the responsibility of the student. Prerequisites:

EDU 215 or EDU 230.

307. Secondary Science Methods

This course is designed to provide students with the opportunities to enhance science content

knowledge and develop pedagogical skills needed for effective science teaching in middle and

high school classrooms. A great deal of class time is devoted to experiential activities that deal

with science content and process skills, and how to teach them to middle and high school

students. Students will demonstrate their ability to effectively teach science using various

strategies such as inquiry, modeling and computer simulations. This course is conducted at the

practicum site. Transportation to and from the practicum site is the responsibility of the

student. Prerequisites: EDU 215 or EDU 230.

314. Methods of Elementary Mathematics

Current elementary school methods of instruction, lesson planning, computer applications,

student assessment, and classroom management. Thirty hours of observation-practicum in the

schools. Students must provide their own transportation. This course must be taken PRIOR to

student teaching. No S/U option. Additional Prerequisites: EDU 215 or 230 and admission to

Teacher Education Program. (Teacher Preparation)

317. Methods of Elementary Science and Social Studies

Current elementary school methods in the teaching of natural science and social studies. Special

emphasis on the development of interdisciplinary methods, the development of curricular units,

lesson design, computer applications, student assessment, and classroom management. Thirty

hours of observation-practicum in the schools. Students must provide their own transportation.

This course must be taken PRIOR to student teaching. No S/U option. Prerequisite: EDU 215 or

230. (Teacher Preparation)

318. Methods of Elementary Language Arts and Reading

Current elementary school methods in the teaching of reading, instructional planning, language

acquisition, student assessment, and teaching materials in the field of elementary language arts

and reading. Reading Recovery, Title I, and other literarcy support programs are addressed.

Thirty hours of observation-practicum in the schools. Students must provide their own

transportation. This course must be taken PRIOR to student teaching. No S/U option.

Prerequisite: EDU 215 or 230. (Teacher Preparation)

319. Children's Literature

Comparative study of literary texts for children, including instructional planning, the teaching of

reading, the use of literature with elementary students, and student assessment. Thirty hours of

observation-practicum in the schools. Students must provide their own transportation. This

course must be taken PRIOR to student teaching. No S/U option. Prerequisite: EDU 215 or 230.

(Teacher Preparation)

328. Content Area Reading, Instructional Strategies and Management Theory for

Secondary Teachers

This course equips students with content area reading methods, instructional strategies and

management techniques at the secondary level. Students complete a 40 hour practicum at the

junior high or high school level, and they must provide their own transportation to the school

site. It is highly recommended that this course must be taken PRIOR to student teaching. No

Cornell College 2016-17 Academic Catalogue 115

S/U option. Prerequisites: EDU 215 or EDU 230. and admission to Teacher Education Program.

(Teacher Preparation)

330. Foundations of Literacy

This course is designed to facilitate an understanding of the processes of literacy development

for elementary learners. Diversity, in its many forms, will frame many of the discussions on the

ways literacy is culturally situated within elementary classrooms. A range of research-based

reading and writing theories will be examined as well as the history of reading and writing

theories. A focus on the major components of reading (phonemic awareness, word

identification/phonic, vocabulary, fluency and comprehension in context) and the integration of

technology in literacy learning will be emphasized. Lastly, how, as elementary teachers, might

reading struggles be mediated and authenticated via natural learning experiences for diverse

students will be discussed throughout the course. Prerequisites: Admittance to the Teacher

Preparation Program/Education Department (during the sophomore year) and either EDU 318

Methods of Language Arts and Reading or EDU 319 Children’s Literature or permission of

instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION

MAJOR

340. Language, Literacy, and Communication

This course is designed to teach pre-service teachers how to recognize and implement

appropriate environmental strategies that support early literacy development and appropriate

early experiences with reading and writing. Emphasis is placed on speaking and listening, as

well as reading and writing readiness. A repertoire of strategies that include (1) plans for

creating language- and literacy–rich classroom environments and (2) activities that

intentionally promote early literacy development will be developed. Developmentally

appropriate strategies consistent with current knowledge of how young children develop, learn,

and thrive in a literacy-rich environment will be emphasized. Upon completion of the course,

students will be able to select, plan, implement, and evaluate appropriate early literacy

experiences. Prerequisites: Admittance to the Teacher Preparation Program/Education

Department (during the sophomore year) and either EDU 318 Methods of Language Arts and

Reading or EDU 319 Children’s Literature or permission of instructor. Alternate years. DOES

NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR

350. Literacy in Content Areas: Elementary

Educators must first and foremost recognize the fact that reading and writing, far from being

isolated areas of study, touch upon all facets of learning in each and every content area. The

major goal of this course, then, is to understand how, as elementary teachers of all content

areas, might employ developmentally appropriate literacy strategies to enhance content area

learning. Students will become familiar with the Title I laws in Iowa and take a close look at the

kind of reading support Title I teachers offer. Prerequisites: Admittance to the Teacher

Preparation Program/Education Department (during the sophomore year) and either EDU 318

Methods of Language Arts and Reading or EDU 319 Children’s Literature or with permission of

instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION

MAJOR

360. Reading Assessment, Diagnosis, and Evaluation

This course will examine reading assessment theory, materials and procedures. The

foundational concepts of reading assessment, diagnosis and evaluation will be developed.

Additionally, the uses of reading assessment and the communication of reading assessment

Cornell College 2016-17 Academic Catalogue 116

results will be emphasized. Students will engage in a variety of reading assessments with two

elementary students that are valid and reliable so as to make on-going instructional changes and

to maintain successful classroom literacy practice. Prerequisites: Admittance to the Teacher

Preparation Program/Education Department (during the sophomore year) and either EDU 318

Methods of Language Arts and Reading or EDU 319 Children’s Literature or with permission of

instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION

MAJOR.

390. Individual Project: See Additional Academic Programs, All-College Independent Study

Courses 390. (CR)

410. Student Teaching I

A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12

school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening

seminar is required. These three courses must be scheduled in consecutive terms during the

senior year or during a fifth year. Required for a teaching certification recommendation.

Students must provide their own transportation. EDU 440 may be required depending upon

public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All

200- and 300-level Education courses and approval of the Education Department. (CR)

(Teacher Preparation)

420. Student Teaching II

A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12

school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening

seminar is required. These three courses must be scheduled in consecutive terms during the

senior year or during a fifth year. Required for a teaching certification recommendation.

Students must provide their own transportation. EDU 440 may be required depending upon

public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All

200- and 300-level Education courses and approval of the Education Department. (CR)

(Teacher Preparation)

430. Student Teaching III

A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12

school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening

seminar is required. These three courses must be scheduled in consecutive terms during the

senior year or during a fifth year. Required for a teaching certification recommendation.

Students must provide their own transportation. EDU 440 may be required depending upon

public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All

200- and 300-level Education courses and approval of the Education Department. (CR)

(Teacher Preparation)

440. Student Teaching IV

A 14-week clinical teaching experience under the direction of Cornell faculty and certified K-12

school teachers in approved elementary or secondary schools. A bi-weekly on-campus evening

seminar is required. These three courses must be scheduled in consecutive terms during the

senior year or during a fifth year. Required for a teaching certification recommendation.

Students must provide their own transportation. EDU 440 may be required depending upon

public shool calendars and for student pursuing K-8 and 5-12 certification. Prerequisites: All

Cornell College 2016-17 Academic Catalogue 117

200- and 300-level Education courses and approval of the Education Department. (CR)

(Teacher Preparation)

450/460/470/471. Music Student Teaching I-IV

483. Senior Seminar

Students complete this capstone course upon conclusion of their student teaching. Involves

critical examination of current educational controversies, reform ideas, ethical considerations,

legal questions, and administrative problems facing modern American education. Students

complete a detailed professional portfolio and, a five-year professional development plan.

Credit/No Credit (CR). (Teacher Preparation)

Engineering Sciences (EGR)

See Physics and Engineering Sciences

English and Creative Writing (ENG)

Rebecca Entel, Glenn Freeman (chair), Leslie K. Hankins, Michelle Mouton, Shannon Reed,

Kirilka Stavreva

Fosters a general understanding of English and American literary history while enabling

students to concentrate in one of three areas in the field of English: literature; creative writing;

or film studies.

Major: Must complete a minimum of 11 courses at the 200, 300, or 400-level (must complete

10 courses if the course for #2 below simultaneously fulfills another requirement), to include the

following:

1. Two of the following foundation courses in the field of English, one of which must be in the

area of concentration (recommended to be completed by the end of sophomore year): ENG

201, 202, or 215.

2. One of the following courses with emphasis on social and/or global issues (may

simultaneously fulfill one additional requirement for the English major if eligible): ENG

240, 311, 327, 347 (when offered at the Wilderness Station), 350, 351, 267/367, 370, any

200- or 300-level literature course offered by the Classical and Modern Languages

Department, (except FRE 311, GER 311, SPA 311).

3. One elective in the department.

4. One of the following concentrations:

a. Literature

i. Four courses, to be distributed among at least three of the following literary-

historical groups; at least one course must be from the Medieval and Renaissance

group

1. Medieval and Renaissance Literature: ENG 321-327;

2. Restoration and 18th Century: ENG 328, 329, 331, 332;

3. 19th-Century Literature: ENG 333, 334, 343, 345; 351 (depending on topic)

4. 20th-21st Century: ENG 335, 336, 347, 350, 351 (depending on topic), 361, 363,

364, 365 (depending on topic), 267/367;

ii. One course from ENG 311, 319, 371;

Cornell College 2016-17 Academic Catalogue 118

b. Creative Writing

i. Three courses, to be distributed among three of the following literary-historical

groups:

1. Medieval and Renaissance Literature: ENG 321-327;

2. Restoration and 18th Century: ENG 328, 329, 331, 332;

3. 19th-Century Literature: ENG 333, 334, 343, 345; 351 (depending on topic)

4. 20th-21st Century: ENG 335, 336, 347, 350, 351 (depending on topic), 361, 363,

364, 365 (depending on topic), 267/367;

ii. Either ENG 317 or 318;

iii. One additional course from ENG 220, 317, 318, 381-383, THE 321;

c. Film Studies

i. Three courses, to be distributed among three of the following literary-historical

groups:

1. Medieval and Renaissance Literature: ENG 321-327:

2. Restoration and 18th Century: ENG 328, 329, 331, 332;

3. 19th Century: ENG 333, 334, 343, 345; 351 (depending on topic)

4. 20th-21st Century: ENG 335, 336, 347, 350, 351 (depending on topic), 361, 363,

364, 365 (depending on topic), 267/367;

ii. Two additional courses from ENG 327, 365, 370, 371 (depending on topic), 372, HIS

364, CLA 364;

5. Capstone Experience: ENG 411; and ENG 412 for the creative writing concentration or 413

for the literature or film studies concentration

The department recommends that foundation courses be completed by the end of the

sophomore year and that majors consider an internship in an area of interest in the junior or

senior year. Transfer students must take a minimum of six courses toward the major at Cornell

College.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

English/Language Arts should seek admission to the Teacher Education Program. See the

Education department section for application and certification information (pages 109-111).

Minor: Six courses at 200/300 level to include:

1. ENG 201

2. ENG 202 or 215

3. Three courses selected from at least two of the following groups

a) 321-332

b) 333-351; 361-372

c) 317-318; 381-383

4. one elective

101-105. Topics in English

A focus on a topic in literary studies, in film, or on a topic that bridges literature, film, creative

writing or other arts. See Topics Courses.

111. Topics in Literature, Film, or Cultural Studies

Writing seminar for first-year students, an intensive engagement with a topic in literature, film,

or cultural studies. See Topics Courses. (Writing Requirement)

Cornell College 2016-17 Academic Catalogue 119

201. Introduction to Literary Studies

Introduces students to methods of reading, analyzing, and interpreting literature. Focus on

understanding conventions and technical aspects of a literary work and on introduction to

multiple genres of literature. Students do close reading and are introduced to additional

methods of critical inquiry involving literature. Shows students how to apply critical and literary

vocabulary, and to develop writing and research skills. (Humanities)

202. Introduction to Film Studies

An introduction to film as an art form, cultural practice, and institution. The class focuses on

questions of film form and style (narrative, editing, sound, framing, mise-en-scène) and

introduces students to concepts in film history and theory (e.g. national cinemas, periods and

movements, institution, authorship, spectatorship, ideology, style, genre). Students develop a

basic critical vocabulary and research practices for examining film. They apply their skills in oral

and written analysis and interpretation to a wide range of films: old and new, local and global,

mainstream and less familiar. (Humanities)

215. Introduction to Creative Writing

Beginning course in creative writing and an introductory course to the English major. Students

will explore a myriad of writing techniques and approaches to writing in a variety of genres.

Students will write, share work, and offer critiques. The course also includes the study of

published authors as models for student writing, as literary historical context for artistic

creation, and for the study of creative theory. Students will learn to analyze texts from a writer’s

perspective, which they will apply to their own writing and to the study of literature in the

major. (Fine Arts)

220. Nature Writing

A creative writing workshop focused on writing concerned with the environment and human

relationships with the environment. Our focus will be on non-fiction and the lyric essay.

Students will produce a range of creative works and will engage in thoughtful discussion and

critique of peers’ work. We will also read widely in the tradition of environmental writers,

including writers such as Rachel Carson, Aldo Leopold, Sigurd Olson, Annie Dillard, Barry

Lopez, Terry Tempest Williams, and Gary Snyder to study techniques used by these writers.

Offered in alternate or every third year. (Fine Arts)

240. Theatre, Architecture, and the Arts in Great Britain

A study of British literary, heritage, and theatre tourism. While reflecting on the history and

present-day state of cultural tourism in the United Kingdom, students visit literary and

historical sites in Scotland and England, attend a range of theatre events in Stratford-upon-

Avon and London, and visit museums and galleries in London and beyond. Students will read

travel writing and plays, keep an academic travel journal, and write several short papers. Team-

taught in the United Kingdom. Registration entails additional costs. Prerequisites: Either a

Writing-designated course (W), or one of the following: ENG 201, 202, 215. Students must

secure permission of instructor and have at least 2.0 GPA and be in good disciplinary and

financial standing with the College. The course will be offered next in 2017-18. (Humanities)

267. Multicultural Literature

Critical analysis of texts by national and international writers of "minority" status, which may

include groups marginalized by race, ethnicity, sexual orientation, and socioeconomic class.

Cornell College 2016-17 Academic Catalogue 120

Consideration of the role of an author's status or identity in literary study. Prerequisite: Writing

designated course (W). (Humanities)

273-277. Topics in English Studies

A focus on a topic in literary studies, in film, or on a topic that bridges literature, film, creative

writing or other arts. See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

311. Grammar and the Politics of English

An examination of the structures and forms which currently govern standard usage of the

English language. Encompasses a broad view of grammar as a subject by a wide-ranging

investigation of the history and development of the language. Examines the social and political

implications of the development of English as a global language. Prerequisites: sophomore

standing and a writing-designated course (W), or ENG 201, 202, or 215. Alternate years.

(Humanities)

317. Advanced Poetry Writing

Advanced course in writing poetry. Students will study techniques, share work, and offer

critiques. The course will also include the study of published poetry. Additional topics will

include publication options, manuscript submission procedures, and resources for writers. May

be repeated once for credit. Prerequisites: ENG 215 and sophomore standing. Alternate years.

(Fine Arts)

318. Advanced Fiction Writing

Advanced course in writing fiction. Students will study techniques, share work, and offer

critiques. The course will also include the study of published fiction. Additional topics may

include publication options, manuscript submission procedures, and resources for writers. May

be repeated once for credit. Prerequisites: ENG 215 and sophomore standing. (Fine Arts)

319. Advanced Critical Writing

Advanced course in academic writing. In discussion, intensive workshops, and individual

instruction, students will critically read and evaluate their own work and the work of their peers,

as well as professional academic writers. In addition to writing several papers, students will

substantially revise and expand the research for a paper they have written for a previous course.

Students must bring to class on the first day a short paper they are prepared to further research

and revise. The course will also give considerable attention to advanced information literacy and

advanced writing style. This course is especially appropriate for students who intend to pursue

graduate study or careers with a strong writing component. Prerequisites: junior standing and a

writing-designated course (W), or ENG 201, 202, or 215.

321. Studies in Medieval Literature

Topical concentrations in English and world literature of the Middle Ages, including cultural

context. Topics may include: Arthurian romance, Dante, Chaucer, the mystical tradition,

chivalry, etc. Prerequisites: writing-designated course (W), or ENG 201, 202, or 215. When

offered off campus, the course entails additional prerequisites. Offered on a two or three year

cycle. No S/U option. (Humanities)

Cornell College 2016-17 Academic Catalogue 121

322. Medieval and Renaissance Drama: Shakespeare's Rivals

A study of the drama of Shakespeare’s predecessors, contemporaries, and rivals – such as Cary,

Dekker, Ford, Marlowe, Middleton, etc. – within the context of the booming printing and

theater trades of early modern England. The course develops editing skills by producing a new

teaching edition of an early modern play. Prerequisite: writing designated course (W), or ENG

201, 202, or 215. Offered every third year. (Humanities)

323. Shakespeare I: Comedies and Romances

Analytical, cultural-historical, and performative approaches to Shakespeare. Discussion of

selected comedies and romances in their cultural contexts and contemporary performance.

Prerequisite: writing designated course (W), or ENG 201, 202, or 215. (Humanities)

324. Shakespeare II: Histories and Tragedies

Critical analysis of Shakespeare's histories and tragedies, with attention paid to their cultural

contexts and performative aspects. Prerequisite: writing-designated course (W), or ENG 201,

202, or 215. (Humanities)

325. Renaissance Non-Dramatic Literature

English and world literature from the period 1500-1660. Topics may include: women writers;

literature of geographic exploration; lyric poetry; studies of authors, such as Donne, Elizabeth I,

Spenser, or of authors’ circles, such as the Sidney family. The course entails a hands-on

introduction to book arts, including letterpress printing. Prerequisite: ENG 111, 201, or 215.

Offered in alternate years or every third year. (Humanities)

326. Milton

This course will provide a deep and thorough engagement with John Milton's epic poem,

Paradise Lost. Attention will be given to the reading practices of early modern and post-modern

audiences. Additional materials may include critical articles and other works by John Milton,

like Comus, Samson Agonistes, or selections from his sonnets or prose works. The course will

conclude with a consideration of contemporary uses for Milton's epic. Prerequisites: writing-

designated course (W), and ENG 201, 202, or 215. Alternate years or every third year.

(Humanities)

327. Shakespeare after Shakespeare: Performance and Cultural Criticism

A study of Shakespeare’s plays as blueprints for performance, and of the historically and

culturally diverse forms of Shakespearean performances on stage and screen, including Asian,

East European, and other renditions. Focus on the relationship of performance to the processes

of cultural formation and reflection. Students in the class engage in performance workshops and

theatre and/or media production activities enabled by the Stephen Lacey Memorial Shakespeare

Fund. Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate years or

every third year. (Humanities)

328. Eighteenth Century English Literature

Drama, poetry and essays of the period 1660-1798. Discussion of the interplay between culture

and literature. Topics may include colonialism; civility, honor and barbarism; politics and

poetics of Restoration drama. Authors may include Behn, Wycherly and Rochester, Addison and

Steele, Swift, Pope, and Eliza Haywood. Prerequisite: writing-designated course (W), or ENG

201, 202, or 215. Alternate years or every third year. (Humanities)

Cornell College 2016-17 Academic Catalogue 122

329. Eighteenth Century Fiction

Examination of fiction written between 1660-1789. Discussion of the novel and the anti-novel

using works such as Pamela, Joseph Andrews, The Female Quixote, Tristram Shandy, and

Northanger Abbey. Some discussion of contemporary creative and critical responses to

eighteenth-century fiction. Prerequisite: writing-designated course (W), or ENG 111, 201, 202,

or 215. Alternate years or every third year. (Humanities)

331. British Literature of the Romantic

An examination of intellectual, political, and aesthetic movements of the English Romantic

period 1789-1832. May focus on a topic such as gender and Romantic poetics, the Gothic

impulse, or slavery and abolition. Prerequisite: writing-designated course (W),or ENG 111, 201,

202, or 215. Alternate years. (Humanities)

332. Queering the Restoration

This course examines the construction and disruption of gender--especially on the stage--during

Restoration England (1660-1714). Readings will include comedy and drama from the period,

along with historical and contemporary theories of gender and theatre. Assignments include

papers, research projects, and performance. This course also counts towards the GSS major.

Prerequisites: W course, ENG 201, 202, 215, or GSS 171. (Humanities)

333. Victorian Literature

Poetry, novels, essays, and plays written between 1837 and 1901. May focus on a topic, such as

the Victorian life cycle, political reform movements, or turn-of-the-century decadence.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate years.

(Humanities)

334. Nineteenth Century English Novel

A study of one or more forms: the domestic novel, the Gothic novel, the serial novel, the novel of

social critique. Authors may include Austen, Shelley, Dickens, Eliot, Trollope, and Wilde.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate years.

(Humanities)

335. Virginia Woolf

Novels and essays by the iconic and innovative early twentieth century British writer and critic,

Virginia Woolf, including A Room of One's Own and other groundbreaking essays, novels such

as Jacob's Room, To the Lighthouse, Mrs. Dalloway, The Waves, Orlando, and Between the

Acts, and her autobiographical writing "A Sketch of the Past." This course also counts toward the

GSS major. Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate

years. (Humanities)

336. Early Twentieth Century Literature

Texts from the first half of the twentieth century, chosen from British and American writers such

as Rebecca West, Ernest Hemingway, Dorothy Richardson, H. D., Virginia Woolf, James Joyce,

D. H. Lawrence, Zora Neale Hurston, and others. The course may include films of the early

twentieth century, and may focus on a topic such as films and literature of World War I or

transatlantic modernist experiments in literature and film. Prerequisite: writing-designated

course (W), or ENG 201, 202, or 215. Alternate years. (Humanities)

343. The American Renaissance

Literary and cultural trends in the early- and mid-nineteenth century with attention to

Cornell College 2016-17 Academic Catalogue 123

Transcendentalism, Melville's Moby-Dick, and philosophical contradictions within the period.

Authors in addition to Melville may include Emerson, Thoreau, Fuller, Douglass, and Alcott.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Offered every third year.

(Humanities)

345. Late Nineteenth Century American Literature

Literary and cultural trends of the late-nineteenth century with a focus on the relationship

between literary and social movements of the time period. Authors may include Twain, James,

Whitman, Davis, Gilman, and Riis. Course may include a civic engagement component and/or

group research project investigating the role of literature in reform movements. Prerequisite:

writing-designated course (W), or ENG 201, 202, or 215. Alternate years. (Humanities)

347. Modern American Literature: Encountering the Wilderness, Literature, and

Photo-Writing at the Boundary Waters (Wilderness Field Station, Minnesota)

The class will immerse ourselves in the glorious September outdoors, as we canoe, study

wilderness journals, literature, art and photography and consider the interplay between our own

encounters with the wilderness and the artworks about the wilderness that we study. We will

reflect upon art and meditation as ways of relating to the wilderness; we will keep

journals/portfolios of projects involving writing, literary analysis, meditation, and photography

(including a one-photo-a-day project inspired by Jim Brandenberg’s works). Open to seasoned

campers & neophytes. Registration entails additional costs, estimated $500. Prerequisite:

writing (W) course, ENG 201, 202, or 215. (Humanities)

350. American Nature Writers

Study of writers who share a concern with human relationships with nature, landscape, and the

environment. Authors may include Muir, Leopold, Dillard, Carson, Abbey, and Krakauer.

Prerequisite: writing (W) course, ENG 201, 202, or 215. (Humanities)

351. Studies in African-American Literature

Study of African-American Literature and/or film. Topics may include African-American women

writers and directors. This course also counts towards the GSS major. Prerequisite: writing (W)

course, ENG 201, 202, or 215. (Humanities)

361. Modern Poetry

Poetic trends in the first half of the twentieth century. Poets may include Eliot, Stevens,

Williams, Stein, Loy, Millay, Hughes, and H.D. Prerequisite: writing (W) course, ENG 201, 202,

or 215. (Humanities)

363. Contemporary Fiction

Intensive look at recent and experimental developments in fiction as represented by writers

such as Sherman Alexie, Leslie Marmon Silko, Maxine Hong Kingston, Don DeLillo, and Tim

O'Brien. Prerequisite: writing (W) course, ENG 201, 202, or 215. (Humanities)

364. Contemporary Poetry

Poets whose work has come to prominence since 1950 and an overview of poetic trends in

America. Poets may include Lowell, Ginsberg, Ashbery, Rich, Plath, Olds, and Graham.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Offered every third year.

(Humanities)

Cornell College 2016-17 Academic Catalogue 124

365. Comparative Literature and Cinema

Investigating some of the multi-faceted connections between literature and film, this course may

focus on a topic such as the investigation of transatlantic avant-garde film and the "little

magazines" or film societies and literary coteries of the early twentieth century. Prerequisite:

writing-designated course (W), or ENG 201, 202, or 215. Alternate years. (Humanities)

370. AIDS Literature, Film, and Social Theory

Study of the historical emergence and consequences of HIV/AIDS through memoirs, novels,

plays, documentary and feature films, and essays. In evaluating the way literature shapes our

understanding of HIV and AIDS, we will explore pertinent issues of race, gender, nationality,

and sexual identity. May include service learning component with required field trips.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Offered in alternate years

or every third year. This course also counts towards the GSS major. (Humanities)

371. Literary Theory

Survey of literary theories with emphasis on the second half of the twentieth century through the

present. Theories considered may include Narrative Theory, Feminist theories, Reader-

Response Theory, New Historicism, Postmodernism, and Cultural Studies as well as newer

approaches. Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. Alternate

years. Recommended for students who may be interested in pursuing graduate studies in

English. (Humanities)

372. Film and Film Studies

The study of films as artistic and cultural texts. The focus may be on the study of an individual

director, Hitchcock, or a broader topic, such as Women Directors, or a particular period in film

history, such as Avant Garde Films of the 1920's and 1930's. See Topics Courses for expanded

current course description. (This is not a film production course.) Prerequisite: writing-

designated course (W), or ENG 201, 202, or 215. (Humanities)

373-374. Advanced Topics in Literature

Intensive focus on an advanced topic in literary studies, or on a topic that bridges literary

studies and other media of artistic expression. Prerequisite: writing-designated course (W), or

ENG 201, 202, or 215; individual courses may have additional prerequisites. See Topics Courses.

(Humanities)

377-378. Advanced Topics in Film, Intermedia, or Cultural Studies

Intensive focus on an advanced topic in film or other new media. Prerequisite: writing-

designated course (W), or ENG 201, 202, or 215; individual courses may have additional

prerequisites. See Topics Courses.

380. Internship

Diverse internship options may include writing and editing in the commercial world, such as

working for a newspaper, a magazine, a publishing house, or another communications medium.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215. See Additional Academic

Programs, All-College Independent Study Courses 280/380. (CR)

381-383. Advanced Topics in Creative or Media Writing

Advanced study of creative writing or writing for one of the communications media.

Prerequisite: writing-designated course (W), or ENG 201, 202, or 215; individual courses may

have additional prerequisites. See Topics Courses.

Cornell College 2016-17 Academic Catalogue 125

390. Individual Project: See Additional Academic Programs, All-College Independent Study

Courses 390. (CR)

411. Senior Seminar

Advanced, theoretically informed engagement with literary studies, broadly defined, including

reflection on what the English major brings to intellectual and creative life beyond the

undergraduate years. See Topics Courses for current topics and course descriptions.

Prerequisites: English major and senior standing. (Humanities)

412. Senior Project in Creative Writing

This course serves as the second half of the capstone experience for students completing the

English major’s creative writing concentration. Students will work independently on a creative

writing project started in previous workshops, meet independently with the instructor to discuss

their progress and work on successive drafts, and meet with other students for an intensive

workshop of projects. Students will also work with the instructor to create, complete, and

discuss a reading list relevant to their project. The goal is to produce work for publication

and/or public performance. The Senior Project Workshop will be conducted as a combination of

workshop with other course members, independent study, and one-on-one mentoring. The

block will also include professional training in the submission and publication process as well as

graduate school and careers in writing.

413. Senior Project in Critical Writing

This course serves as the second half of the capstone experience for students completing the

English major’s concentrations in Literary Studies and in Film and Literary Studies. Students

will work independently to develop a project proposed in ENG 411 into a theoretically informed

research thesis of substantial length. The goal is to produce work for public presentation or for

publication in an undergraduate journal or comparable venue. The course will also include

professional training in the processes of conference and publication submission and review. The

Senior Project Workshop will be conducted as a combination of workshop with other course

members, independent study, and one-on-one mentoring.

510. Introduction to Book Arts (1/4)

The course will introduce participants to the field of book arts, including page design,

letterpress, typesetting, printing, and book construction through demonstrations and hands-on

experience. Sessions may also include field trips to libraries and museums, fine presses, and/or

Book Studies Programs. To earn credit, students must complete four sessions and all homework,

including a culminating project. A complete schedule of workshops and fieldtrips will be

distributed at an informational session to be held at the beginning of the academic

year. Prerequisite: permission of instructor. (CR)

715. Literature in Action: Editing (1/4)

Serving in one of the supervisory positions for the English Department literary magazine Open

Field (or similar magazine): Editor, Assistant Editor, Web Editor, Art/Design Editor.

Participation must be supervised by a member of the Department and the work carried out

within a single semester. May be repeated for credit. (Fine Arts) (CR)

Cornell College 2016-17 Academic Catalogue 126

Environmental Studies (ENV)

Advisor: Rhawn Denniston

Major:

1. ENV 101, 201, 202, 301, ECB 261 (Global Environmental Economics), and one of the

following pairs of courses:

a. Pairing #1:

i. ENG 350 (Nature Writers) or ENG 347 (Literature and Arts of the

Wilderness);

ii. PHI 224 (Environmental Ethics)

b. Pairing #2:

i. POL 172 (American Politics) or POL 182 (Public Policy)

ii. POL 368 (Environmental Politics) or POL 371 (Wilderness Politics);

2. Five (5) electives to be chosen with the student’s ENV advisor and that define a

concentration, at least two (2) of which must be at or above the 300-level; CSC 222

(Geographic Information Systems) is encouraged as one of the electives where appropriate.

No prescribed list of electives will be created; instead, students will be allowed to choose

from all classes offered at Cornell as long as (1) they define a particular area of concentration

and (2) they are acceptable to that student’s ENV advisor and members of the

Environmental Studies Program Committee. The list of five electives will be finalized with

the students’ ENV advisor and submitted to the Registrar and the Environmental Studies

Program Committee at the time of spring registration during the junior year. The list of

electives must be accompanied by a statement explaining how those courses define a

particular area of concentration, and must be signed by the advisor and two other members

of the Environmental Studies Program Committee; and

3. Capstone experience: May involve a course, internship, or other experience that

complements the student's ENV concentration. Should be performed only after having

completed at least 9 of the credits required for the major. Capstone proposals must be

deemed acceptable by the student's capstone committee (which is to be composed of three

faculty, at least two of whom are regular members of the Environmental Studies Program

Committee) at least one month in advance of the capstone experience.

Graduating with honors in Environmental Studies requires satisfying the following two

requirements:

an average GPA of 3.5 in all courses counted for the ENV major; these include the

required courses, the courses used to define a concentration, and any courses

used to satisfy the capstone requirement (note that the capstone need not be a

course);

a capstone project of sufficient intellectual depth to merit honors in

Environmental Studies; each honors capstone will be evaluated by the student’s

capstone committee and should be discussed among the student and his/her

capstone committee during construction of the capstone proposal.

Minor: ENV 101; ECB 261 (Environmental Economics); at least two of the following: ENV 201,

ENV 202, 301; and one of the following pairs of courses:

1. Pairing #1:

a. ENG 350 (Nature Writers) or ENG 347 (Modern American Literature);

Cornell College 2016-17 Academic Catalogue 127

b. PHI 224 (Environmental Ethics)

2. Pairing #2:

a. POL 172 (American Politics) or POL 182 (Public Policy)

b. POL 368 (Environmental Politics) or POL 371 (Wilderness Politics).

101. Environmental Perspectives

An interdisciplinary examination of the interplay between the artistic, social and scientific

components of modern environmental issues. Not open to juniors or seniors.

201. Environmental Biology

Investigation of the fundamental biological principles underlying how humans and other living

things interact with an environment increasingly altered by human activities. These principles

will be applied to understanding and seeking practical solutions to modern environmental

problems. Prerequisite: ENV 101 or any science credit. Alternate years. (Laboratory Science)

202. Introduction to Environmental Chemistry

This course introduces some of the fundamental concepts used for understanding the chemical

processes occurring in the environment. Topics covered will include: chemical bonding and

structure; cycling of chemical substances and elements in the atmosphere, oceans, and soils; the

chemistry of atmospheric and water pollution; chemical analysis of environmental samples. This

course cannot be used to satisfy course requirements in the chemistry major. Offered as an off-

campus course in alternate years which incurs additional costs. Prerequisite: ENV 101 or any

science credit. (Laboratory Science)

260-262. Topics in Environmental Studies

See Topics Courses.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Environmental Geology

Human interaction with the geological environment. Topics include groundwater, floods, soil

and water contamination, slope stability, subsidence, and climate change. Field studies: water

quality related to land use in a watershed basin. Not open to students who have already taken

GEO 320. Prerequisite: ENV 201 or 202, or BIO 141 and BIO 142, or CHE 121 and CHE 122.

(Laboratory Science)

380. Internship in Environmental Studies

Working with a business, government agency, or other institution under the direction of the

organization's leaders and a faculty supervisor. Prerequisites: junior standing; at least one of the

three required 300-level courses; approval by the participating institution, the faculty

supervisor, and the Environmental Studies advisor. See Additional Academic Programs, All-

College Independent Study Courses 280/380. (CR)

385. Advanced Topics in Environmental Studies

See Topics Courses.

912. Tanzania: Studies in Human Evolution and Ecology: see ACM Programs.

942. Costa Rica: Tropical Field Research: see ACM Programs.

Cornell College 2016-17 Academic Catalogue 128

988. The School for International Training offers semester-long programs that have an

emphasis on environmental and ecological issues. They are located in Australia (2), Botswana,

Brazil, Ecuador, Madagascar, Panama, Tanzania (2), and Viet Nam. Some require previous

training in a foreign language or coursework in environmental studies. See School for

International Training Programs.

Cornell College 2016-17 Academic Catalogue 129

Ethnic Studies (EST)

Advisor: Marcela Ochoa-Shivapour

The Ethnic Studies Program and the courses that make up its major address questions of ethnic

identity and relations among ethnic groups and is supervised by a faculty committee composed

of the course instructors.

In order to receive Ethnic Studies credit a course must devote a significant portion of its content

to the study of subordinate racial or ethnic groups, where a subordinate group is understood as

one whose members are, or have historically been, disadvantaged and subjected to unequal

treatment by the dominant group in a society, the latter understood as a group whose members

have superior access to or control over a society's economic, political, or social power. Specific

courses may emphasize the cultural practices of one or more racial or ethnic groups or the

interrelationships between subordinate and dominant racial or ethnic groups.

Ethnic Studies faculty members: Craig Allin, Carol Enns, Christina Penn-Goetsch, Marcela

Ochoa-Shivapour, Mary Olson, Catherine Stewart, Johanna Schuster-Craig

Major: A minimum of 10 course credits which include:

1. ANT 101 (Cultural Anthropology); EDU 240 (Human Relations); EST 123; EST 485; PSY 276

(Multicultural Psychology); and SOC 348 (Race and Ethnic Relations).

2. Four courses selected from the following, at least two of which must be at the 300 level and

no more than three of which may be chosen from one department:

ANT 206 - West Indian People and

Culture

ANT 208 - Cross-Cultural Love and

Family

ART 261 - Topics in Non-Western

Art

ART 263 - Arts of West and Central

Africa

ART 264 - African American Art

ART 265 - Arts of the African

Diaspora

ART 266 - American Indian Art:

Gender and the Marketplace

ENG 351 - African-American

Literature

ENG 367 - Multicultural Literature

GER 116 - Topic: Holocaust

GER 117 - Islam in Europe

HIS 1xx - Introductory Seminar in

History, when the topic is "The

Holocaust"

HIS 251 - Federal Indian Policy

HIS 255 - American Lives, when

the topic is "African-Americans"

HIS 350 - Colonial America

HIS 354 - United States Social

History Since 1940

HIS 356 - African-Americans in U.S.

History

MUS 220 - Jazz History

PHI 301 - Asian Philosophy

POL 335 - Seminar in International

Relations and Comparative

Government, when the topic is

"Ethnicity and Ethnic Conflicts in

Today's World"

POL 361 - Race, Sex, and the

Constitution

POL 367 - Urban Politics and Policy

REL 342 - Judaism

REL 362 - Holocaust and Response

RUS 281 - “The Other” in Russian

Literature and Film

SOC 248 - American Indians:

Culture, Activism, and Social

Justice

SOC 343 - Women: Oppressions

and Resistances

SOC 376 - The African American

Civil Rights Movement through

Film

SPA 383 - Latinos in the U.S.

SPA 385 - Latin American Culture

and Civilization

Similar courses, if approved in advance by the Ethnic Studies advisor, may also be chosen as

electives. Students are encouraged to participate in relevant study-abroad programs. To count

Cornell College 2016-17 Academic Catalogue 130

such programs toward an interdisciplinary major in Ethnic Studies, students must obtain the

approval of the Ethnic Studies advisor in advance.

123. Introduction to Ethnic Studies

Examination of the meaning of ethnicity, race, and minority status. The relationship between

race, class, and ethnicity. The psychology of prejudice. Structural discrimination. The evolution

of ethnic interactions. The course is interdisciplinary in method and cross-cultural in

perspective. Not open to seniors without permission of instructor.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

485. Readings/Research in Ethnic Studies

Student designed individual research in selected areas. Focus to be a research paper or project

whose subject matter has been approved by both the professor directing the paper/project and

by the Ethnic Studies Program Committee. May be taken under the direction of any professor

currently offering courses listed as part of the Ethnic Studies major. Prerequisites: a declared

major in Ethnic Studies, EST 123, at least six additional courses that may be counted towards

the Ethnic Studies major, permission of the instructor, and approval by the Ethnic Studies

Program Committee. No S/U option.

988. There are programs run by the School for International Training which have an emphasis

on ethnicity. They are located in Australia, Central Europe, China, Fiji, Ghana, Kenya, Korea,

Russia, and South Africa. See School for International Training Programs.

French (FRE)

See Classical and Modern Languages

Gender, Sexuality, and Women's Studies (GSS)

Tori Barnes-Brus (co-chair), Erin Davis (co-chair), Carolyn Zerbe Enns, John Gruber-Miller,

Michelle Herder, Christina Penn-Goetsch, Misha Quill, Shannon Reed, Aparna Thomas,

Rebecca Wines

Gender, Sexuality, and Women’s Studies is an interdisciplinary program that emphasizes:

• Intersectionality, which highlights the diversity of human experience and the intersections of

gender, race, ethnicity, culture, class, sexuality, nationality, religion, and other social

categories.

• Interdisciplinarity, which features the synthesis of theoretical and methodological

approaches grounded in multiple disciplines.

• Social justice and feminist perspectives, which facilitate the investigation of power dynamics,

oppression, and social change practices across historical and cultural contexts; and the

integration of academic approaches, activism, and service.

Major: A minimum of nine and ½ course credits, which include:

1. GSS 171, 270, 510 (1/2 credit to be earned over two semesters), and 487;

Cornell College 2016-17 Academic Catalogue 131

2. Six courses selected from the following, at least three of which must be at the 300 level, and

which must be chosen from at least two different departments:

ANT 271 - Women's Roles in

Cross-Cultural Perspective

ART 264 - African American Art &

Intersectionality

ART 266 - American Indian Art:

Gender & the Marketplace

ART 361 - Saints & She-Devils

ART 363 - Feminist Art

BIO 108 – when topic is “Sex: A

Feminist Evolutionary

Perspective”

CLA 264 - Women in Antiquity

CLA 373 - Love & Sexuality in

Greece & Rome

ECB 320 - Women, Men & Labor

Market Seminar

EDU 240 - Education and

Culture

ENG 325 - when topic is “Women

Writers in the Age of

Shakespeare” or focuses on a

particular woman writer

ENG 332 - Queering the Restoration

ENG 335 - Virginia Woolf

ENG 351 - Studies in African-

American Literature

ENG 370 - AIDS Literature, Film, &

Social Theory

ENG 372 - Film & Criticism-

when the topic is “Women

Directors”

FRE 254 - Francophone Women

in Translation

FRE 353 Race & Immigration in

French Film

FRE 354 - Sporting Identities

HIS 319 - Women in Medieval

Europe

HIS 320 - Persecution, Tolerance, &

Minorities in the Middle Ages

HIS 336 - Topic: Women in the

Renaissance & Reformation

HIS 354 - United States Social

History Since 1940

HIS 358 - Work & Leisure in Modern

America

MUS 263 - Women & Music

PHI 352 - Philosophy of Feminism

POL 330 - Women & Politics: A Cross-

National Perspective

POL 331 - Gender &

Development

POL 361 - Race, Sex, & the

Constitution

PSY 374 - Psychology of Women &

Gender

SOC 246 - Gender Diversity

SOC 273 - Families & Family

Policy

SOC 317 - Reproductive Practices,

Reproductive Policies

SOC 343 - Women: Oppressions

& Resistances

SOC 351 - Sociology of the Body

SOC 365 - Sexualities

SOC 366 - Gender Differences &

Inequalities

SOC 367 - Self and Identity

Similar courses, if approved in advance in by the Gender Studies program, may also be

chosen as electives.

3. One experiential learning component. The experiential learning component may consist of an

off-campus course, a service/practicum course, an internship/apprenticeship experience, or

substantive activism or service component outside of a course (i.e., alternative spring break),

which is selected and approved in consultation with advisers This requirement may be fulfilled

for academic credit or through volunteer roles.

Each student will develop a brief rationale for her or his program of study, which will be

approved by the major advisor and a secondary program advisor from a second division of the

college. In consultation with these advisors, the student will also: (a) select courses and/or

contexts in which she or he will acquire the theoretical and methodological skills to complete a

Cornell College 2016-17 Academic Catalogue 132

capstone project, and (b) indicate how the proposed course of study provides intersectional,

global, and historical perspectives relevant to the study of women, gender, and sexuality.

Minor: A minimum of five and ½ course credits which include:

1. GSS 171, 270, 510 (1/2 credit to be earned over two semesters);

2. Three additional courses selected from Gender, Sexuality, and Women’s Studies courses or

other departmental courses approved for Gender, Sexuality, and Women’s Studies credit

(see list above). Two of these three additional courses may not be counted toward a major in

another department or program. At least two courses must be at the 300 level.

171. Gender, Power, and Identity

This interdisciplinary core course in the program analyzes how notions of race, gender,

sexuality, class, nation, physical ability and other aspects of social location materially influence

people’s lives. To conduct our analysis, we will consider various strands of feminism, divergent

positions among queer theorists, and arguments drawn from other identity based fields (e.g

ethnic studies, American studies, postcolonial studies) in order to survey and compare several

perspectives on gender, race, sexuality, race and class. Placing gender and sexuality at the center

of analysis, we will address some of the basic concepts in Gender, Sexualities and Women’s

Studies. We will also explore questions regarding incorporating other social categories such as

race, ethnicity, class and nationality. Throughout the course we will complete readings, watch

films, and engage in exercises to explore the past, present and potential future understandings

about gender and sexuality, paying close attention to political, cultural, and economic contexts.

180-181. Introductory Topics: Gender, Sexuality, and Women’s Studies

See Topics Courses.

270. Social Justice Perspectives and Practices

Intersectional and interdisciplinary exploration of feminist and other social justice perspectives

and practices relevant to understanding and responding to social oppression. Course

discussions focus on power, privilege, oppression, and implications for social change. Activities

and assignments focus on using social justice remedies or ‘tools,’ such as individual resistance,

policy, advocacy, and social action, and collective struggle to propose solutions to contemporary

problems. Areas studied might include critical race theory and critical race feminism, queer

theory, women of color feminisms, transnational/global feminisms, disability studies, liberation

theory, postcolonial theory, feminist ‘locational’ theories. Specific topics vary by instructor.

Prerequisite: GSS 171, or EST 123, or SOC 101, or ANT 101, or PSY 276, or POL 143.

271. Feminist Theories

Examination of a variety of theories about feminism, the nature of gender, and its relationship

to biological sex, and women's and men's roles in society. Theoretical perspectives that posit

reasons for the existence of privilege, oppression and various "isms" (e.g., sexism, heterosexism,

and racism) will be examined as well as goals and strategies for social change associated with

these diverse perspectives. Prerequisite: GSS 171 or any course approved for Women's Studies

major credit.

275-276. Topics: Gender, Sexuality, and Women’s Studies

See Topics Courses.

Cornell College 2016-17 Academic Catalogue 133

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301-302. Advanced Topics in Gender, Sexuality, and Women's Studies

Topics selected by the Women's Studies Committee. Prerequisite: GSS 171, 271, or PHI 352. See

Topics Courses.

393. Global Feminisms

The course will examine the meaning of "feminism" in a global context and study the ways in

which local movements, national and international agencies have addressed the issue of gender

oppression in the world. The course will also examine some of the issues that have become part

of the global agenda for women over the last few decades. Particular attention will be given to

women's movements worldwide and the multiple ways in which women have organized to

improve their lives. Prerequisite: GSS 171, 271, or PHI 352. Alternate years. (Social Science)

487. Project

A substantial culminating capstone for the Gender, Sexualities, and Women’s Studies major,

typically completed in the senior year. Consists of an original research/criticism paper, a

creative writing/performance/exhibition, or a practicum, and a public presentation and defense.

Pre-requisites include GSS 171, 270, at least four other courses to be counted toward the major,

and the approval of the project proposal by the two advisors and instructor.

510. Gender, Sexuality, and Women’s Studies in Action (1/4)

What is the relevance of Gender, Sexuality, and Women’s Studies? How does it intersect with

other academic disciplines? How does it prepare you for life after Cornell? In this adjunct

course, Cornell professors and alumni will share the relevance of women’s, gender, and sexuality

studies to their own lives. In monthly gatherings, we will discuss how this interdisciplinary field

intersects with and influences other disciplinary perspectives and how it prepares us for the

future. Professors will share the ways that studying women, gender, and/or sexuality has shaped

their own teaching, research, and activism. Alumni will also talk about the effect of GSS studies

on their own lives and career paths. (CR)

Geology (GEO)

Rhawn Denniston, Benjamin Greenstein, Emily Walsh (chair)

Major: A minimum of 12.5 courses, including any 100-level geology course (excluding GEO

130), 130, 212, 214, 217, 306, 307, 320, 324; a field class, such as GEO 255, 329, or an accredited

summer field camp; the 300-level specialty course offered by the student's 485 advisor (GEO

317, 322, 325); GEO 485 (Departmental capstone experience); two (2) quarter credits in GEO

511 in association with the (1) construction of a capstone research proposal and (2) construction

and delivery of a public presentation of the capstone results.

Supporting coursework in chemistry, physics, and mathematics is strongly recommended,

including CHE 121-122 (Chemical Principles I and II) or CHE 161 (Accelerated General

Chemistry); MAT 121 (Calculus of a Single Variable), 122 (Calculus of Several Variables); and

PHY 161-162 (General Physics I and II), or 141-142 (Introductory Physics I and II).

Cornell College 2016-17 Academic Catalogue 134

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

science should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of seven course credits in Geology which include any 100-level geology

course (excluding GEO 130), 130, 212, 214, 217, and two electives which must be at or above the

200 level; at least one of these must be at or above the 300 level. Supporting coursework in

other sciences and mathematics is recommended.

101. Earth Science

Phenomena and processes within, upon, and above the earth. The exploration of a dynamic

planet with an immense history. Includes discussion of modern and ancient climate, geologic

time, and the processes shaping the planet today. Not open to students previously enrolled in

GEO 111 or GEO 114. Alternate years. (Science)

105. Marine Science

An introduction to the global marine environment, with emphasis on sea floor dynamics,

submarine topography and sediments, the nature and circulation of oceanic waters, coastal

processes, marine biologic productivity, coral reefs and pollution, and exploitation of the oceans

by humans. One field trip to the Shedd Aquarium, Chicago. (Science)

111. Physical Geology

The earth as a dynamic body whose materials and structures are continually being modified by

the interactions of the geological processes; considers interrelationships between geological

processes and human activity. Fieldtrips as weather permits. Not open to student previously

enrolled in GEO 101. (Laboratory Science)

114. Investigations in Iowa Geology

Earthquakes, volcanoes, oceans, meteorite impacts, glaciers… in Iowa? Geology may not be the

first thing you think of when you think about Iowa, but the geology of Iowa records valuable

information about the geological formation and evolution of the Earth. Geologists are not only

historians; however, but also detectives who use rocks, minerals, fossils, landforms, and Earth

processes to piece together the physical history of the Earth. Because geology is active, the

geology of Iowa is still changing today. This field- and laboratory-based course is designed to

show how you can use your own observations and experimental data to interpret the changing

Earth around you. Not open to students previously enrolled in GEO 111. (Laboratory Science)

122. Climate Change

An examination of changes in Earth's climate with particular focus on the last 20,000 years.

Topics include greenhouse and icehouse worlds, climate reconstruction techniques, and factors

driving climate change. Offered as a writing-designated course (W) in alternate years.

(Laboratory Science)

123. Go West: An Introduction to Field Geology

A largely field-based course centered in the Black Hills of South Dakota, the canyonlands of

southern Utah, or the volcanoes of Hawaii. The fundamentals of geology will be introduced in

the classroom and amplified by hands-on learning during a two-week trip west. Students will

learn skills necessary for introductory geological mapping and field-based studies and will gain

first-hand knowledge about large-scale tectonic features such as volcanoes and mountains, as

well as surficial processes, such as river erosion. Entails additional costs. (Laboratory Science)

Cornell College 2016-17 Academic Catalogue 135

130. Historical Geology

Origin and evolution of the solid earth, atmosphere, and ocean; the origin of life; and the

succession of life through geologic time. Prerequisite: any 100-level GEO course. (Laboratory

Science)

212. Mineralogy

An introduction to the physical, chemical, and structural properties of minerals. Will explore the

significance of minerals across many fields, and will provide a hands-on approach, including

growing minerals and using mineral hand-samples, crystal form models, atomic structure

models, and polarizing microscopes to uncover even the subtlest properties of minerals.

Prerequisite: any 100-level GEO course. (Laboratory Science)

214. Tectonics

An examination of plate tectonic processes on Earth. Topics will include the building of

mountains, rifting of ocean basins, the structure of Earth's interior, paleomagnetism, and the

driving forces behind plate movement. Also includes introduction to structural geology and field

mapping. Includes several field trips. Prerequisite: GEO 130. (Laboratory Science)

217. Invertebrate Paleontology

Principles of paleontology, paleoecology, and taxonomy, with an introduction to major fossil

invertebrate groups. Prerequisite: GEO 130 or BIO 141 and 142. (Laboratory Science)

255. Modern/Ancient Carb Systems (in the Bahamas)

Field course on the geologic and biologic processes occurring in a modern carbonate system and

the responses preserved in Pleistocene limestones. Days spent in the field investigating modern

shallow marine environments (coral reefs, tidal flats, lagoons, beaches, dunes) and ancient

analogs preserved in rock outcrops, caves, and sink-holes. Follow-up lectures and laboratory

sessions in the evening. Snorkeling experience desirable but not essential; scuba diving

opportunities will be made available. Taught at the Gerace Research Center, San Salvador

Island, Bahamas. Entails additional costs. Prerequisite: any 100-level GEO course. (Laboratory

Science)

260-265. Topics in Geology

See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

306. Igneous Petrology

Tectonic origins and geochemical evolution of magmas provide insight into the huge variety of

igneous rocks. Hand sample and microscopic study of igneous rocks helps to determine

compositions, structures and regional settings of the rocks. Prerequisite: GEO 212. Alternate

years. (Laboratory Science)

307. Metamorphic Petrology

Tectonic origins, mineralogical and textural evolution of rocks that undergo changes in pressure,

temperature and fluid-availability. Hand sample and microscopic study will provide insight into

Cornell College 2016-17 Academic Catalogue 136

the processes and controlling influences of metamorphic change. Prerequisite: GEO 212.

(Laboratory Science)

317. Paleoecology

Applications of principles of paleoecology to an understanding of the ecology of marine

invertebrates that existed in eastern Iowa during Paleozoic time. Includes group research

projects on various aspects of paleoecology using field- and laboratory-based studies of

fossiliferous outcrops in eastern Iowa. Prerequisite: GEO 217. Alternate years. (Laboratory

Science)

320. Earth Surface Systems

The study of hydrogeology, landscape evolution, and earth surface processes. Particular

attention will be paid to the dynamics of groundwater and surfacewater. Includes field- and

laboratory-based group research projects on various local and regional topics, and reading of

primary literature. Cannot be taken if ENV 301 has been taken. Alternate years. Prerequisite:

GEO 130. (Laboratory Science)

322. Climates of the Ice Age

An in-depth examination of Quaternary climates around the globe and the methods used to

reconstruct them. Topics include ice cores, marine sediments, speleothems, pollen, tree rings,

and geochemical techniques. Involves hands-on paleoclimate projects including computer

simulations. Will also entail significant reading of the primary literature. Prerequisite: GEO 122

or 320. Alternate years. (Laboratory Science)

324. Sedimentology and Stratigraphy

Sedimentary processes and the stratigraphic record. Basics of particle transport, facies models,

and methods of stratigraphic analysis. Hand specimen and microscopic study of sedimentary

rocks. Alternate years. Prerequisite: GEO 130. (Laboratory Science)

325. The Origin of Mountains

Mountains are formed by a variety of geological processes. This class will explore methods of

mountain building, focusing on a specific mountain belt. We will read and discuss current

literature on a range of related topics, including tectonistratigraphy, petrology, structural

geology, thermobarometry, and geochronology. Multi-day field trip is possible. Alternate years.

Prerequisite: GEO 306 or GEO 307.. (Laboratory Science)

329. The Geology of New Zealand (in New Zealand)

Application of geologic principles in the field to explore the geology of a New Zealand:

stratigraphy, structure, geomorphology, and tectonic history. Interpretation of geologic maps.

Offered on the south island of New Zealand. Registration entails additional costs. Junior and

senior Geology majors only. Alternate years. Prerequisites: Permission of instructor and either

GEO 306 or GEO 307.

360-365. Advanced Topics in Geology

See Topics Courses.

485. Geological Problems

Serves as the capstone for the geology major. Research on a subject or problem selected by the

student and approved by the instructor, involving library and field or laboratory study.

Comprehensive term paper and oral report. May be repeated once for credit.

Cornell College 2016-17 Academic Catalogue 137

511. Extended Research in Geology (1/4)

Two semesters to be taken in conjunction with capstone project, GEO 485. Extended reading

during the first semester and writing of a capstone research proposal. Extended writing with

construction and delivery of a public presentation of the capstone research results during the

second semester. Prerequisites: Registration in GEO 485 during the end of the first semester or

beginning of second semester. Permission of Instructor.

German (GER)

See Classical and Modern Languages

Greek (GRE)

See Classical and Modern Languages

History (HIS)

Robert Givens, Michelle Herder (chair), M. Philip Lucas, Catherine Stewart

Major: A minimum of nine course credits in History, at least five of which must be at or above

the 300 level, to include three courses at or above the 300 level in one of the following fields:

Europe to 1700 (HIS 304, 317, 319, 320 or 331-340), Europe since 1700 (HIS 315, 316, 318, 321-

329), American and Latin American history (HIS 349-358, 364, and 369); and any two courses

in History outside the primary field at any level. Only one course credit of Internship (280/380)

may be applied to a History major.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

social studies should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of five course credits in History, at least three of which must be at the 300

level. HIS 280/380, 290/390, 485 may not be counted toward the minor.

Interdisciplinary Majors and Programs: The Department of History cooperates in offering

several interdisciplinary majors and programs: Ethnic Studies, International Relations, Latin

American Studies, and Russian Studies.

101. Europe: 800-1300

This course surveys medieval Europe from the decline of the Carolingian era, tracing the rise of

the papacy, as well as new ideas about spirituality and law. Topics covered include the Crusades,

the culture of knights, universities, and the developing inquisition. Not open to seniors without

permission of the instructor. No S/U option. (Humanities)

102. Europe: 1300-1700

This course examines the impact of the Black Death upon European society and the

development of the Renaissance and Reformation. What does it mean to have a Renaissance?

How did the Black Death change European society? What effects did these new intellectual and

religious ideas have on politics, society, and culture? How did ordinary people shape the

Reformation? We will consider these questions as we explore art, literature, and documents

from the period. Not open to seniors without permission of the instructor. (Humanities)

Cornell College 2016-17 Academic Catalogue 138

104. Modern Europe and Its Critics

Social and intellectual development of Europe since 1700. Not open to seniors without

permission of the instructor. No S/U option. (Humanities)

111-120. Introductory Seminars in History

Reading of both primary and secondary sources as the basis for class discussion and papers. See

Topics Courses. Not open to seniors without permission of the instructor. (Humanities)

141. Latin American History

Introduction to Latin American studies, with special attention to major themes and selected

countries. Same course as LAS 141. Not open to seniors without permission of the instructor. No

S/U option. (Humanities)

153. Origins of the American Nation

From colonial origins through Reconstruction, with emphasis on the formation of local,

sectional, and national communities. Not open to seniors without permission of the instructor.

No S/U option. (Humanities)

154. Making of Modern America

The late nineteenth century ushered in a plethora of momentous changes in the economic,

political, and social spheres of American life that heralded the birth of modern society. Massive

upheavals brought about by revolutions in American industry, transportation systems,

immigration patterns, and urbanization fundamentally altered the very structure of American

society. This course examines the underlying changes that gave rise to a new era in American

history epitomized by the "mass" character of modern life by focusing on mass production, mass

consumption, mass culture, and mass movements (including civil rights and women's rights)

from the mid-nineteenth century through the late 1960s. Not open to seniors without

permission of the instructor. No S/U option. (Humanities)

210. Warfare and Society in Modern Times

Changes in military conflict from the eighteenth century to the present. Interaction of warfare

and social values. No S/U option. (Humanities)

220. History of Spain, 700-1600

This course examines Spanish history from the Arab invasion through its “Golden Age.” The two

major themes that this course explores are 1) the shift from a frontier society to a colonial

empire, and 2) the multi-religious, multi-cultural nature of Iberian society during this period.

The course examines the dynamics of violence, competition, and coexistence, between Muslims,

Christians, and Jews, as well as within Muslim and Christian society. How did those dynamics,

and the ideology of Reconquest, shape Spanish society and Spain’s early colonial efforts? How

has this period of Spanish history been remembered and interpreted? (Humanities)

221. Trials and Transitions of the Renaissance

This course explores the political, social, and religious changes of the Renaissance period

(roughly, 1400-1600) through immersive simulations in which students adopt the personas of

historical individuals. Topics may include Florentine politics, the Reformation Parliament called

by Henry VIII, and others. (Humanities)

240. Public Memory and Public History

The American public has an insatiable appetite for representations of the nation's past, as

Cornell College 2016-17 Academic Catalogue 139

demonstrated by the popularity of historic sites, museums, historical re-enactments, televised

historical documentaries and Hollywood films. Yet, despite its growing audience, the discipline

of history seems to be in a state of crisis. Political debates have engendered a public furor over

how American history is being taught and remembered. This course will examine the often

contentious relationship between popular presentations of the past for the general public and

professional historians' scholarly interpretations and provide an introduction to the growing

field of museum studies. The course may include the "hands-on" experience of a mini-internship

at local historical societies, libraries, and museums and the opportunity for students to create

their own online exhibits on different historical topics. Prerequisite: Sophomore standing or

permission of the Instructor. Alternate years. No S/U option. (Humanities)

241. Slavery and the Environment in a Comparative Context (in the Bahamas)

This course offers a rare opportunity to explore historic slave plantation ruins on a remote

island in the Bahamas as a means of interpreting the history of slavery. We will examine the

attempt by British Loyalists, who left the American colonies after the Revolutionary War, to

establish cotton production in the Bahamas, using slave labor, and how the environmental

context led to significant differences in the evolving relationships between enslaved people and

plantation owners. A significant portion of the course (two weeks) will be conducted at the

Gerace Research Centre, College of the Bahamas on the island of San Salvador; this will enable

us to explore the ruins of several slave plantations, including the Farquharson Plantation. The

journal Charles Farquharson kept from 1831-1832, which includes a slave uprising, is the only

one in existence documenting a Bahamian slave plantation, and will be a central course text.

This course is cross-listed with Environmental Studies. Prerequisite: Permission of instructor.

(Humanities)

251. Federal Indian Policy

Relations between Native American nations and the federal government. Central theme is the

clash of cultures in the westward movement. Treaties, removal, land allotment, federal

recognition in the twentieth century, and a review of the current scene. Offered subject to

availability of faculty. No S/U option. (Humanities)

252. Baseball: The American Game

In many interesting ways the history of baseball from the mid-1800’s onward reflects the history

of the United States. This seminar will examine the origins of the game, its evolution to a

professional sport and then big business, legal aspects of the game, integration, and

unionization. Students will write several papers and do a little research project about baseball

and American society. Find out how Cornelius McGillicuddy, Jackie Robinson, Alexander

Cartwright, Curt Flood, John Montgomery Ward, Alta Weiss, and Andy Messersmith –

ballplayers all – reveal something important about American history and society. The

relationship of the national game to changes in the country such as industrialization,

urbanization, labor unionism, and integration. No S/U option. (Humanities)

255. American Lives

American history through autobiographies, memoirs, and biographies. No S/U option.

(Humanities)

257-262. Topics in History

Introduction to specific historical problems. Topics vary according to specialization or interest

of instructor. See Topics Courses. (Humanities)

Cornell College 2016-17 Academic Catalogue 140

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

304. Europe: the Sixteenth and Seventeenth Centuries

This course focuses on the tumultuous period of the Reformation and religious wars, examining

the connections between religion and politics, changing social and family structures, and new

spiritual ideas and fears. Readings include primary sources and microhistory to explore the

beliefs and experiences of ordinary Europeans in this period. Prerequisite: any 100 level History

course or permission of instructor. Alternate years. (Humanities)

315. International Relations in Modern West

International Relations in the Modern Western World A history of diplomacy from the end of

World War I to the present. Prerequisite: junior standing or permission of instructor. No S/U

option. (Humanities)

316. Enlightenment and the French Revolution

Intellectual, social, and political history of Europe, 1715-1815. Emphasis on France. Prerequisite:

junior standing or permission of instructor. Offered subject to availability of faculty. No S/U

option. (Humanities)

317. The Crusades

This course traces the crusading experience of western Europeans in the Middle Ages: the

origins and development of the idea of crusade in the 1090s, followed by the failure of later

Crusades and the change in the concept over time. More broadly, the class considers the

relationship between violence and religion, and the legacy of the Crusades, including the

consequences of the crusading phenomenon in Europe and how it has affected interactions

between Muslims and Christians. Prerequisite: junior standing or permission of instructor.

(Humanities)

318. Growth of Industrial Society

Economic history of Western Europe from the beginnings of the Industrial Revolution to the

end of World War II. Change from a traditional to an industrial society, effect of

industrialization on the working class, and impact of the Great Depression. Prerequisites: junior

standing or permission of instructor; ECB 101 is recommended. Offered subject to availability of

faculty. No S/U option. (Humanities)

319. Women in Medieval Europe

This course examines how law, family structures, religious beliefs, and work shaped the

experiences of European women between c. 500-1400. As we read various works for, by, and

about medieval women, among the major questions we'll examine are: What ideas about

women's bodies, minds, and social roles shaped women's lives? What factors allowed women

more or less agency to choose their own life's course? In addition to reading medieval sources, in

the course we will read, evaluate, and critique modern scholarship on medieval women. This

course also counts toward the GSS major. Prerequisite: junior standing or permission of

instructor. (Humanities)

Cornell College 2016-17 Academic Catalogue 141

320. Persecution, Tolerance, and Minorities in Medieval Europe

This course explores the marginalization and persecution of minority groups in medieval

Europe, as well as the coexistence of minority and majority. Why was persecution a common

reaction to minority groups, set apart by their religion, sexuality, or health, in medieval Europe?

Can coexistence be described as tolerance? What laws and customs shaped interactions

between majority and minorities? This course examines these questions through reading

primary sources from the European Middle Ages in translation and diverse theoretical and

methodological perspectives on the study of marginalized groups. This course also counts

towards the GSS major. Prerequisite: junior standing or permission of instructor. (Humanities)

321. Muscovite and Imperial Russia

Topics in the history of Russia from its beginnings to 1917. Prerequisite: junior standing or

permisision of instructor. Offered every third year. No S/U option. (Humanities)

322. Revolutionary and Soviet Russia

The 1917 Revolution and the resulting Soviet state to the beginning of World War II.

Prerequisite: junior standing or permission of instructor. Offered every third year. No S/U

option. (Humanities)

323. Russia from 1941

From the beginning of World War II to the present. Particular attention to successive attempts

to reinterpret the revolutionary legacy in the light of contemporary problems. Prerequisite:

junior standing or permission of instructor. Offered every third year. No S/U option.

(Humanities)

324. Modern Germany

German history between 1740 and 1945, with an emphasis on important events, such as the rise

of Prussia, the Napoleonic Period, Bismarck and German unification, Hitler and the Third

Reich. Prerequisite: HIS 104 or junior standing. Offered subject to availability of faculty. No S/U

option. (Humanities)

326. Women in Renaissance and Reformation Europe

This course examines the experiences of women during the tumultuous Renaissance and

Reformation period (c. 1400-1700). Questions to be examined include: How did women

participate in these movements, and how were they affected by them? What ideas about women

were debated in this period? How did women’s experiences change during this period? In

addition to reading historical documents, in the course we will read, evaluate, and critique

modern scholarship on early modern women. Prerequisite: Junior standing or permission of

instructor. HERDER (Humanities)

331-336. Topics in European History

Topics vary according to specialization or interest of instructor. See Topics Courses.

Prerequisite: junior standing or permission of instructor. (Humanities)

349. Topics in Latin American History

See Topics Courses.

350. Colonial America

The English colonies in North America to 1760. Prerequisite: junior standing or permission of

instructor. No S/U option. (Humanities)

Cornell College 2016-17 Academic Catalogue 142

351. The Age of Revolution in America

The causes of the American Revolution, the writing and the implementation of the Constitution,

and the War of 1812. Prerequisite: junior standing or permission of instructor. No S/U option.

(Humanities)

352. The United States in the Middle Period

America from 1815 to 1850, with emphasis on the growth and consequences of political and

economic stability. Prerequisite: junior standing or permission of instructor. No S/U option.

(Humanities)

353. Civil War and Reconstruction

America at war with itself. The causes of the war and the attempt to rebuild the Union.

Prerequisite: junior standing or permission of instructor. No S/U option. (Humanities)

354. U.S. Social History Since 1940

World War II as a turning point in civil rights, gender issues, class, foreign policy, and the

consumer revolution. This course also counts towards the GSS major. Prerequisite: junior

standing or permission of instructor. No S/U option. (Humanities)

356. African-Americans in U.S. History

Selected topics on the nature of the Black experience in America. Prerequisite: junior standing

or permission of instructor. Alternate years. No S/U option. (Humanities)

357. Seminar in American History

Examination of a particular theme or set of themes in American history. Topics vary from year

to year. Not offered every year. May be repeated for credit. No S/U option. (Humanities)

358. Work and Leisure in Modern America

Examines the relationship between Americans' working lives and their pursuit of leisure in the

transformation from the Industrial to the Post-Industrial Era (1880s-1980s). Topics will include

women's changing role in the workforce; the impact of popular and mass culture (such as film,

radio, and television) upon the separation of work and leisure; the decline of public culture and

the rise of privatized forms of leisure; the disappearance of industrial jobs in the emerging

service-information economy; and the rise of corporate cultures, such as Disney, in the global

context of the current economic revolution. We will explore how the forces of urbanization,

immigration, production and consumption, technological innovation, and class stratification,

contributed to the bifurcation of culture into "high" and "low" as well as engendering the

evolution of popular to commercial to mass culture. Offered every third year. This course also

counts towards the GSS major. Prerequisite: junior standing or permission of instructor. No S/U

option. (Humanities)

364. Documentary Imagination-Depression

Explores the relationship between historical truth and fiction through an examination of

documentaries made of Depression Era America. Through our examination of different types of

documentary expression (e.g., photography, ethnography, literature, film, and oral history),

students will learn to interpret these texts as historical sources. Students may experience first-

hand the stages of documentary production by conducting oral history interviews, which they

videotape and edit into a final documentary narrative. Offered every third year. Prerequisite:

junior standing or permission of instructor. No S/U option. (Humanities)

Cornell College 2016-17 Academic Catalogue 143

366-368. Topics in Modern Middle Eastern History

Topics vary according to specialization or interest of instructor. See Topics Courses.

Prerequisite: junior standing or permission of instructor. (Humanities)

369. Chicago: The Transformation of America's Second City, 1880-1940

This course offers students the opportunity to explore the history of Chicago and complete an

original research project based upon a first-hand exploration of the city and the holdings of the

Newberry Library. The seminar will examine the crucial years in Chicago's evolution from

regional center to metropolis by looking at the related themes of urbanization, industrialization,

and immigration. All of these developments are richly documented in the Newberry's

collections, which include archival materials pertaining to urban planning and architecture,

immigrant life, African American communities, industrial growth and labor relations, political

development, and diverse civic and commercial cultures. Drawing upon the Library's

collections, students will discover how the spatial formation of contemporary Chicago still

reflects its historical origins, and will have the opportunity to use these rare materials in crafting

their individual research papers. Prerequisite: junior standing or permission of instructor.

Offered every third year. No S/U option. (Humanities)

376-377. Topics in Asian History

See Topics Courses.

380. Internship in Public History

Application of historical concepts to an agency in the public sector (a museum, historical society,

historic preservation program), a government agency, or a corporation with a history program.

Prerequisites: junior standing and three courses in American history, at least two of which must

be at the 300 level. See Additional Academic Programs, All-College Independent Study Courses

280/380. No S/U option.

394. History and Theory

Survey of the influences in the field of history of Marxism, feminist theories, and theories of race

and ethnicity. Prerequisites: junior standing and three courses in History, at least two of which

must be at the 300-level. Offered subject to availability of faculty. No S/U option. (Humanities)

485. Research Tutorial

A project, taken after any 300-level History course, enabling a student to engage in additional

research on a theme related to that course. Prerequisites: a 300-level History course and

permission of instructor. No S/U option. (Humanities)

Interdepartmental Courses (INT)

121. Communication in Education

A focus on communication demands for educators provides the context for this course in which

students will give prepared speeches and group presentations intended for such audiences as

parents, community members, educational colleagues, and other education stakeholders.

Scenarios for class activities will feature issues of cross-cultural communication, nonverbal

behavior, and virtual communication media appropriate for school-home community

information sharing. This course is intended for students interested in pursuing a major in

education. Credit/No Credit (CR)

Cornell College 2016-17 Academic Catalogue 144

160. Introductory Topics

See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

310. Theoretical Foundations in Elementary School Mathematics

This course is designed for Elementary Education majors. This course will focus on

understanding elementary mathematical concepts and processes taught in the elementary (K-8)

curriculum. Noted are the fundamental mathematical concepts most applicable for teaching at

the elementary level: number and operations, algebra, geometry, data analysis and probability.

Prerequisites: EDU 205, 215, 230, 240, admission to the Teacher Education Program, and

junior standing.

320. Interdisciplinary Theory and Practice for the Elementary Classroom

Current K-6 methods in the teaching of visual and performance art and health and wellness.

Special emphasis upon pedagogical strategies and theories needed to be an interdisciplinary

classroom teacher. Required of all Education majors seeking K-6 certification. Prerequisites:

EDU 205, 215, 230, 240, admission to the Teacher Education Program, and junior standing.

501. Academic Writing (1/4)

This course aims to provide students with deliberate practice in academic writing and critical

thinking. Instruction will consist of a mix of large group class meetings, smaller group

workshops, and individual conferences targeted in aiding students in refining their writing

process and generating strategies for improvement. This course will encompass four blocks.

Prerequisite: completion of a "W" listed course.

502. Academic Performance Tutorial (1/4)

College success depends on the ability to organize one's time efficiently and utilize critical

thinking skills. This course will teach students the techniques needed to read a textbook

carefully, take notes that will be useful, and approach college in a proactive and organized way.

This course will encompass three blocks. Prerequisite: Permission of the instructor.

503. Math for the Natural Sciences (1/4)

This course emphasizes the importance of quantitative literacy in the natural sciences. The

course will provide instruction and practice in applying mathematical skills to solving problems

in the natural sciences. Students will meet with the instructor in three 1 – 1.5 hour sessions each

of the first three weeks of three consecutive blocks in a semester, and will have approximately an

hour of work for each hour of class meetings, for a total of 25 hours. The course will focus on the

following primary topic areas: algebra and its application to solving problems, logarithms, unit

conversions, scientific notation, calculator use and graphs. Each block will include individual

meetings with students to assess their current level and diagnose issues. Offered every first

semester.

Cornell College 2016-17 Academic Catalogue 145

International Relations (IRE)

Advisor: Robert Givens

This interdisciplinary major has been designed to prepare students either for further study of

international relations or for future employment in government or business. The curriculum

consists of a four-year program in history, politics, and at least one modern foreign language.

Major: A minimum of 10 course credits, distributed as follows:

1. HIS 104 (Modern Europe and Its Critics), 210 (Warfare and Society in Modern Times), and

315 (Diplomacy of War and Revolution);

2. ECB 101 (Macroeconomics);

3. POL 142 (International Politics) and 348 (U.S. Foreign Policy);

4. Two courses selected from POL 330 (Women and Politics), POL 331 (Gender in Developing

Countries), 333 (International Organizations), 334 (Strategies to Alleviate Poverty), 346

(Political Economy of Developing Countries), or 349 (International Political Economy);

5. One course selected from the following: ECB 223 (International Economics), 261 (Global

Environmental Economics); FRE 303 (Cultures of France and the Francophone World); HIS

323 (Russia from 1941); REL 222 (Religions of the World); or 384 (Russia Today); SPA 385

(Latin American Culture and Civilization);

6. FRE, GER, JPN, RUS, SPA 205, or equivalent; and

7. Either one course for college credit taught outside the United States (to be approved in

advance by the International Relations Committee) or the 301 (Composition and

Conversation) course or its equivalent in a modern language. Students whose native

language is not English or who have lived for at least one year outside the United States in a

non-English-speaking country will be considered to have fulfilled the language/travel

requirement.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

988. Semester in Ireland: Peace and Conflict Studies: see School for International

Training.

988. Semester in Switzerland: International Studies: see School for International

Training.

Japanese (JPN)

See Classical and Modern Languages

Cornell College 2016-17 Academic Catalogue 146

Kinesiology (KIN)

Steven DeVries, Justus Hallam, Christina Johnson, Kristin Meyer (chair), Ellen Whale

Kinesiology is the interdisciplinary study of human physical activity. The kinesiology major and

courses provide students with opportunities to investigate biological, behavioral, cultural, and

pedagogical aspects of exercise and sport behavior. Teaching Concentration courses emphasize

theory and application of physical education pedagogy, ethics, and administrative concepts

associated with teaching at the elementary and secondary school levels. The Exercise Science

Concentration offers a scientific study of physiological, behavioral, and cultural aspects of

human physical performance for students interested in fitness and wellness professions and

graduate studies in specialized exercise, sport, and health sciences programs. A coaching

education program and elective courses are offered to meet the special interests and needs of

students.

Major: Exercise Science Concentration: A minimum of 10 course credits, including the

following core courses: KIN 111, 206, 207 (or BIO 207), 309, 315, 362, and STA 201; and three

courses selected from KIN 212, 215, 237, 308, 310, 334, and 380 (two course credits maximum).

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

physical education should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of six course credits, including the following core courses: KIN 111, 207 (or

BIO 207), and one course to be selected from KIN 206, 212, or 215; plus three electives to be

selected from KIN 205, 206*, 212*, 215*, 220, 237, 308, 309, 310, 311, 315, 318, 334, 362

(capstone), 380 or a topics course offered in the department. At least two of these electives must

be at or above the 300-level. *If not completed as a core course listed above (can’t double count

courses).

Coaching Endorsement or Authorization: To obtain a Coaching Endorsement the

individual must complete a major in Elementary Education or coursework leading to secondary

certification and be granted an Iowa Teaching Certificate. The Coaching Authorization is

available to those who do not complete teaching certification requirements or who do not hold

an Iowa Teaching Certificate. Both the Endorsement and the Authorization qualify an individual

to be a head coach or an assistant coach in any sport offered in the Iowa public schools. Students

who complete one of the following programs may apply for the Endorsement or the

Authorization through the Education Department.

Coaching Endorsement: KIN 205 and 237, and completion of a major in Elementary

Education or coursework leading to secondary certification

Coaching Authorization: KIN 205 and 237.

101. Lifetime Physical Fitness and Activities

Instruction in the major components of fitness, the physiological basis of fitness, evaluation of

personal fitness, and individual fitness programming. Instruction and participation in lifetime

physical activities selected from badminton, bicycling, bowling, camping and canoeing, golf,

hiking, racquetball, sailing, skiing, tennis, volleyball, and weight training.

Cornell College 2016-17 Academic Catalogue 147

111. Foundations of Kinesiology

Historical and philosophical foundation of physical education. Current issues in research and

literature. Biological, physiological, and sociological aspects of sport and exercise. Not open to

seniors without permission of instructor.

205. Coaching Endorsement or Authorization

Structure and function of the human body during physical activity. Knowledge and

understanding of human growth and development of children in relation to physical activity.

Athletic conditioning, theory of coaching interscholastic athletics, professional ethics, and legal

responsibility. Combined with KIN 237, this course meets the requirement for an Iowa Coaching

Endorsement for Education majors and Coaching Authorization for all other students.

206. Exercise Psychology

Examination of theory, current research, and applications of psychological processes and

behaviors related to physical activity. Topics include psychological and emotional effects of

exercise, motivation for fitness, factors in exercise avoidance, adoption, and adherence, exercise

addiction, and cognitive and behavioral change strategies for exercise compliance, and

consideration of gender, ethnicity, and special needs populations. Not open to seniors without

permission of instructor. (Social Science)

207. Systems Physiology

Fundamental study of the complementarity of human anatomical structure and physiological

function of the integumentary, endocrine, nervous, muscular, cardiovascular, respiratory, and

renal systems. Special emphasis on development of a mechanistic understanding of organ

system function and integrated physiological function across systems to promote homeostatic

regulation in the human body. Inclusion of experiential learning through laboratory activities.

Prerequisite: sophomore standing. Cross Listed as BIO 207. (Laboratory Science)

212. Sports and American Society

Exploration of the impact of amateur and professional sports on the American way of life.

Sample topics include women in sports, sports and the African-American community, sports as

big business, and the relationship between sport and education. Readings reflecting a variety of

viewpoints about the role of sports in American society will be selected from contemporary

literature. (Social Science)

215. Psychology of Sport

Theory and issues related to psychological aspects of competitive sport contexts. Personality and

sport, attentional control, anxiety and performance, motivation and attributions, aggression in

sport, and team cohesion. Intervention strategies for performance enhancement. (Social

Science)

220. Ancient Greek Athletics

Study of the origins and functions of competitive athletics in ancient Greece. Traditional athletic

events are studied in detail and special emphasis is placed on the festivals at Olympia, Delphi,

Nemea, Isthmia, and Athens. Reflections on athletics' connection to ancient Greek culture, arts,

and religion. Alternate years.

237. Care and Prevention of Athletic Injuries

Prevention and treatment of athletic injuries, taping experience, understanding the principles of

athletic training, and first aid and emergency care.

Cornell College 2016-17 Academic Catalogue 148

255-259. Topics in Kinesiology

In-depth study of selected topics of current interest in the field of kinesiology. Offered subject to

the availability of faculty. See Topics Courses.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

308. Human Biomechanics

This course is an advanced study of mechanical principles, both kinetic and kinematic, as they

apply to human motion. Specific topics include various classes of anatomic levers and pulleys,

torque, eccentric force, mechanical advantage, laws of motion as they apply to human

movement, mechanical loading, linear and angular motion, effects of friction, equilibrium, the

forces of gravity and reaction forces. Inclusion of experiential learning through laboratory

activities. Prerequisites: KIN 207, KIN 309.

309. Anatomy of Human Movement

Study of the anatomical and neuromuscular factors associated with human movement. Includes

connective tissue and skeletal system physiology, identification of major musculoskeletal

structures (bones and bony landmarks, origins and insertions for major muscles, muscle groups,

major tendonous/ligamentous structures), joint movements and muscle actions. Practical

application of anatomical and neuromuscular principles to human movement via a kinematic

analysis of a motor skill. Inclusion of experiential learning through laboratory

activities.Prerequisite: KIN 207 or Instructor permission.

310. Nutrition for Health and Performance

In-depth study of the role of nutrition in health promotion and disease prevention. Topics

include ingestional physiology, regulation of food intake and energy balance, biological roles of

macro- and micro-nutrients, nutrient dietary reference intake values and food sources, eating

disorders and the Female Athlete Triad, as well as nutritional strategies for athletes to promote

exercise performance. Includes nutritional analyses. Prerequisite: KIN 207. Alternate years.

311. Methods for Individual Sports

Designed for those interested in teaching individual sports and lifetime activities in public

schools and community recreational settings. Course emphasis on analysis of skills, and the

development of teaching and assessment materials including use of computer technology. Use of

class discussions, presentations, small group and peer teaching. Prerequisite: Kinesiology major

or minor and junior standing. Alternate years.

315. Physiology of Exercise

In-depth study of the human responses to exercise and exercise training, including: substrate

metabolism and energy production during exercise, cardiorespiratory and neuromuscular

function during acute exercise, cardiovascular and neuromuscular adaptations to exercise

training, endocrine responses to physical activity, and thermoregulation. Introduction to current

scientific methodologies and the development of practical skills through experiential laboratory

activities. Prerequisite: KIN 207 or Instructor permission.

318. Methods for Team and Dual Sports

Designed for those interested in teaching team and dual sports in public schools and

recreational settings. Course emphasis on analysis of skills, and the development of teaching

and assessment materials including use of computer technology. Use of class discussions,

Cornell College 2016-17 Academic Catalogue 149

presentations, small group and peer teaching. Prerequisites: Kinesiology major or minor and

junior standing or permission of the instructor. Alternate years.

324. Elementary Physical Education Methods

Methods for teaching physical education to elementary school pupils. Rhythms, low and high

organization games, elementary gymnastics, classroom management, and audiovisual and

computer applications. Emphasis on movement education and curriculum development.

Includes fifteen hours of observation-practicum in the schools. Prerequisites: pursuing

education certification or major and permission of instructor. Alternate years.

327. Adaptive Physical Education

Philosophy and applications of physical education for persons with special needs and

disabilities. Emphasis on designing appropriate programs and activities and teaching

methodology. Includes fifteen hours of observation-practicum in the schools. Prerequisites:

Pursuing education certification or major, and permission of department chair. Offered upon

request.

331. Physical Education Methods for Secondary School

Preparation for the teaching of physical education activities in the secondary grades. Current

trends in curriculum, planning for lessons, selection of appropriate teaching and evaluation

methods, classroom management, and audiovisual and computer applications. Includes fifteen

hours of observation-practicum in the schools. Prerequisite: pursuing secondary certification or

permission of instructor. Alternate years.

334. Motor Learning

Process and factors related to the acquisition and performance of motor skills. General learning

theories applied to motor learning and performance. Other topics include physical abilities and

capabilities, psychological and mental factors influencing performance, training procedures,

environmental and social factors. Prerequisite: KIN 206.

338. Advanced Athletic Training

Advanced care and prevention of athletic injuries. The course deals with specific physical

conditions, disorders, and injuries common to the athletic setting. Preventative measures,

evaluation, treatment, and rehabilitation of athletic injuries are covered in depth. Prerequisites:

KIN 237 and junior standing.

355-359. Advanced Topics in Kinesiology

In-depth study of selected topics of current interest in the field of kinesiology. Offered subject to

the availability of faculty. See Topics Courses.

362. Exercise Testing and Prescription

Practical application of physiological principles related to the assessment of functional physical

capacity and the prescription of exercise for healthy adult populations, based upon American

College of Sports Medicine (ACSM) health-related fitness recommendations. Development of

practical skills and professionalism for performing fitness assessments, including: the pre-

participation screening; heart rate and blood pressure at rest and during exercise; and

assessments of body composition, cardiorespiratory fitness, muscular strength, and flexibility.

Includes interpretation of health-related fitness assessment results and the prescription of

appropriate fitness programs for improving musculoskeletal strength and flexibility,

cardiorespiratory fitness, and weight loss. Prerequisites: KIN 111, 309, and 315.

Cornell College 2016-17 Academic Catalogue 150

380. Internship in Physical Education

Observation of and practical experience in the specialized activities of a fitness and wellness

program, an athletic or recreation management business or department, or other professional

sport and exercise setting. Students work under the direction and guidance of a practicing

professional with supervision by a faculty member. Internships are scheduled for two

consecutive terms unless otherwise approved by the faculty supervisor.

390. Individual Project: See Additional Academic Programs, All-College Independent Study

Courses 290/390.

485. Advanced Studies (1/2-1)

An independent project. Prerequisite: permission of instructor.

511. Athletic Training Practicum (1/4)

Provides supervised practical experience in the prevention, evaluation, treatment, management,

and rehabilitation of athletic injuries and illness. Participation in the administrative aspects of

an athletic training program. Prerequisites: Must be accepted into the Cornell College Athletic

Training Program. Application for admission to the program includes a written form, interview

with the Head Athletic Trainer, and two letters of reference from Cornell instructors and/or

coaches. (CR)

Latin (LAT)

See Classical and Modern Languages

Cornell College 2016-17 Academic Catalogue 151

Latin American Studies (LAS)

Advisor: Marcela Ochoa-Shivapour

The Latin American Studies major encompasses courses in Spanish language and culture and

offerings from at least four of the following areas: anthropology, art, economics and business,

history, Latin American literature and culture, politics, and religion. Portuguese, if transferred

from another institution, may be substituted for the courses in Spanish language and culture.

The Latin American Studies program is administered by a committee made up of faculty

members who teach courses on the approved list given below.

Major: A minimum of nine course credits from at least four departments participating in the

Latin American Studies program; no more than three such courses may be in any one

department. A study experience in a Latin American country is strongly recommended.

Currently there are Cornell-sponsored courses in Mexico, Bolivia, and Guatemala. The

requirements are:

1. SPA 301 (Advanced Grammar and Composition), or equivalent in Portuguese, or 302

(Advanced Conversation Abroad);

2. HIS/LAS 141;

3. Six courses selected from the following:

ANT 205 - The Maya

ANT 256 through 260 - Topics in

Anthropology when the subject

matter deals specifically with Latin

America

ANT 356 through 361 - Advanced

Topics when the subject matter

deals specifically with Latin

America

ART 278 - Pre-Columbian ART

ART 375 through 379 - Advanced

Topics in Art History when the

subject matter deals specifically

with Latin America

ECB 265 through 269 - Topics in

Economics and Business when the

subject matter deals specifically

with Latin America

HIS/LAS 349

LAS 235 through 240 - Topics in

Latin American Studies

LAS 335 through 340 - Advanced

Topics in Latin American Studies

POL 332 - Human Rights

POL 341 - Latin American Politics

POL 348 - U.S. Foreign Policy

SPA 109 - Topics in Hispanic

Literature and Culture

SPA 355 - Latin American Short

Story and Novel

SPA 356 - Latin American Poetry

SPA 383 - Latinos in the U.S.

SPA 385 - Latin American Culture

and Civilization

SPA 311 - Introduction to Textual

Analysis when the subject matter

deals specifically with Latin

America

411 (Seminar) when the subject

matter deals specifically with Latin

America

a maximum of two appropriate

independent study courses

relevant courses taken as part of

an off-campus program and

approved by the LAS Committee

with the approval of the LAS

Committee, other courses not

listed here but deemed relevant to

Latin American Studies

4. LAS 487 (capstone).

Minor: A minimum of five course credits and language proficiency to include:

1. 205-level proficiency in Spanish or Portuguese;

2. LAS/HIS141;

Cornell College 2016-17 Academic Catalogue 152

3. Four courses in at least two different departments, selected from ART 202 or 302 (when

taught in Mexico); HIS/LAS 349; POL 346; SPA 109, 311, 411 (when the subject matter deals

specifically with Latin America), 355, 356, 383; a maximum of one appropriate independent

study course; relevant courses taken as part of an off-campus program and approved by the

LAS Committee.

141. Introduction to Latin American Studies

A survey of Latin American history from the colonial era to the present. Special attention will be

given to major themes and selected countries. Not open to juniors and seniors except with

permission of instructor. Same course as HIS 141 when taught by a faculty member approved by

the Department of History. (Humanities)

235-240. Topics in Latin American Studies

Study of a selected topic of interest and concern in Latin American Studies. May be repeated

once for credit if topics are different. See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

335-340. Advanced Topics in Latin American Studies

Examination of a theme or set of themes. Topics vary from year to year. May be repeated once

for credit if topics are different. See Topics Courses. Prerequisite: HIS/LAS 141.

349. Topics in Latin American History

Examination of a historical theme or set of themes. Topics vary from year to year. Prerequisite:

HIS/LAS 141. Same course as HIS 349. See Topics Courses. (Humanities)

487. Senior Thesis

Individual research on an interdisciplinary topic approved and supervised by two faculty

members from two different departments participating in the Latin American Studies program.

Prerequisite: senior standing as a Latin American Studies major.

941. Costa Rica: Studies in Latin American Culture and Society: see ACM Programs.

942. Costa Rica: Tropical Field Research: see ACM Programs.

988. There are currently several programs in Central and South America run by the School for

International Training. See School for International Training Programs.

Cornell College 2016-17 Academic Catalogue 153

Mathematics and Statistics

Mathematics (MAT)

Steve Bean, Ann Cannon (chair), Tony deLaubenfels, Jim Freeman, and Tyler Skorczewski

Major: 10.25 -12.25 courses. Completion of the calculus sequence (through MAT 122); a

minimum of seven courses in Mathematics or Statistics numbered 202 or higher, at least four of

which must be at the 300 level or above, and which include MAT 221, 236, , either 327 or 337,

and 485(capstone); study in depth by completing one of the following (MAT 327-328, 337-338,

357-358,or STA 347-348); CSC 151, 140; STA 201 or 202 (if STA 348 is not one of the 300-level

courses completed); MAT 701; and MAT 502. The department recommends that CSC 140, which

provides knowledge of a programming language, be acquired by the end of the sophomore year.

The following courses cannot be used to satisfy requirements of the mathematics major: MAT

110, 105, 280/380, 290/390, 511 and STA 280/380 and 290/390.

Capstone: The capstone experience for a Major in Mathematics and Statistics emphasizes

experiential learning. MAT 502 and MAT 485 comprise an individual creative project

completed in a cooperative learning environment.

Culture Points: MAT 701 emphasizes co-curricular involvement with mathematics and

statistics by requiring students to acquire 30 mathematical/statistics culture points over the

course of their career at Cornell. Points can be accumulated before declaring a major. Details on

culture points can be found in the Degree Requirements section of the Department of

Mathematics and Statistics website.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

math should seek admission to the Teacher Education Program. See the Education department

section for application and certification information (pages 109-111).

Minor: Two minors are available, Applied Mathematics and Mathematics. Students who earn a

Mathematics major are not eligible for either minor and students may only be awarded one of

the two minors.

Applied Mathematics Minor: Minimum of five credits. Completion of the calculus sequence

(through MAT 122); a minimum of four MAT or STA credits which include MAT 221, 236, at

least two other MAT or STA course credits from the following (MAT 234, MAT 357, MAT 358,

MAT 485, STA 347 plus topics courses designated as eligible for the Applied Mathematics

Minor), and a short reflective essay detailing how the applied math minor has complemented

other Cornell courses (MAT 702).

Mathematics Minor: Minimum of five credits. Completion of the calculus sequence (through

MAT 122); a minimum of four MAT courses which include MAT 221, MAT 327 or MAT 337, and

at least two other MAT courses from the following (MAT 231, MAT 234, MAT 327, MAT 328,

MAT 337, MAT 338, MAT 485, plus topics courses designated as eligible for the Mathematics

Minor).

105. First Year Seminar in Mathematics

This first year seminar is designed for students who would like to experience the creativity and

beauty of significant mathematical ideas through the process of mathematical discovery. While

the ideas investigated will not require significant previous mathematical experience (three years

Cornell College 2016-17 Academic Catalogue 154

of high school mathematics is sufficient) the first-year seminar demands mathematical curiosity,

enthusiasm and flexibility, as the ideas to be investigated will be challenging. Students

interested in majoring in mathematics are encouraged to take this seminar even though it does

not count for the major because they will be exposed to ideas that are not covered elsewhere in

the curriculum. See Topics Courses. Prerequisite: Three years of high school mathematics.

110. Great Mathematical Ideas

Investigation of a variety of great mathematical discoveries past and present. The ideas

investigated will not require significant previous mathematical background, but will require the

student to actively participate in the process of mathematical discovery. Only by doing

mathematics can the creativity, beauty, and mathematical importance of these great ideas be

understood. Specific content varies with the course instructor, but may include subjects such as

knot theory, origami, game theory, the nature of infinity, or chaos and fractals. Recommended

for non-mathematics majors. This course is not open to students who have completed MAT 120

or higher. This course does not count toward a mathematics major or minor. Prerequisite: Two

years of high school algebra. (Mathematics)

119-120. Calculus of a Single Variable Part I and II

Differential and integral calculus of functions of one real variable and analytic geometry of two

variables. This course emphasizes review of precalculus material and is appropriate for students

who feel they need more time in order to succeed in calculus. Prerequisite: three and one-half

years of high school mathematics, including trigonometry. Unless a departmental exception is

granted, this course combination must be taken in consecutive terms. This course is not open to

students who have completed MAT 121 or higher. (Mathematics)

121. Calculus of a Single Variable

Differential and integral calculus of functions of one real variable and analytic geometry of two

variables. Prerequisites: three and one-half years of high school mathematics, including

trigonometry, in addition to an ACT Math score of 25 or above, or SAT Math score of 570 or

above, or permission of instructor. This course is not open to students who have completed MAT

120. (Mathematics)

122. Calculus of Several Variables

Continuation of Calculus of a Single Variable, including further techniques of integration,

vectors, and differential and integral calculus of several variables. Prerequisite: MAT 120 or 121.

(Mathematics)

155. Topics in Mathematics

See Topics Courses.

221. Linear Algebra

Existence and uniqueness of solutions to linear systems. Linear transformations, linear

independence, spanning vectors, vector spaces, basis and dimension, orthogonality, eigenvalues

and eigenvectors. Students will be required to prepare written and oral presentations on a linear

algebra application approved by the instructor. Prerequisites: MAT 120 or 121 and CSC 151 or

MAT 122.

231. Fundamentals of Geometries

An examination of the assumptions inherent in the axiomatic structures of two-dimensional

geometry through the parallel postulate and its alternatives. Additional topics may include

Cornell College 2016-17 Academic Catalogue 155

projective geometries, finite geometries, coordinates and transformations, tilings, and higher-

dimensional objects. Alternate years. Prerequisite: MAT 221.

234. Complex Variables

Differential and integral calculus of functions of one complex variable. Analytic and harmonic

functions, contour integration, Laurent series, residue theory, and conformal mapping.

Alternate years. Prerequisite:MAT 122.

236. Differential Equations

This course is about how to predict the future. Mathematical modeling with differential

equations, initial value problems and their approximate solutions, systems of differential

equations, qualitative solutions, stability analysis and an introduction to chaos, and Laplace

transforms. Prerequisites: MAT 122 & 221.

255-260. Topics in Mathematics

A topic of mathematics more computationally oriented than proof oriented. See Topics Courses.

Prerequisite: MAT 122 and/or 221.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

327-328. Modern Algebra I and II

Formal systems of algebra (groups, rings, integral domains, and fields) and their relations to

other disciplines. Prerequisite: MAT 221. Alternate years.

337-338. Analysis I and II

Topics from the theory of functions of a real variable. First term will include limits and

continuity, differentiation and theories of integration. Second term will extend these results to

sequences and series of functions. The second term will include student reading projects and

presentations on theory and/or applications related to analysis topics. Prerequisites: MAT 122

and 221. Alternate years.

357. Applied Mathematics I

This course offers an introduction to several advanced skills and techniques used in applied

mathematics including: development of mathematical models; dimensional analysis;

perturbation theory; calculus of variations; discrete/stochastic models; and linear

programming. Applications taken from across a broad range of disciplines. Prerequisite: MAT

236.

358. Applied Mathematics II

This course explores the mathematics behind phenomena that occur in several dimensions.

Topics include partial differential equations including the heat equation, Poisson equation and

wave equations; Fourier Series; vector calculus, Sturm-Louisville theory, and numerical

methods as appropriate. Applications taken from across a broad range of disciplines. It is not

necessary to have taken MAT 357, Applied Mathematics I, prior to this course. Prerequisite:

MAT 236.

Cornell College 2016-17 Academic Catalogue 156

361-364. Advanced Topics in Mathematics

A proof-oriented topic in mathematics. See Topics Courses. Prerequisite: MAT 301.

485. Senior Capstone Project

Research on a subject or problem selected by the student and approved by Mathematics and

Statistics faculty. Guidance and feedback on the completion of a culminating paper that will

serve as a component of the capstone experience for the Mathematics and Statistics major. In

addition to consulting with the instructor on the final written project, students will spend class

time presenting their progress to classmates, sharing and developing ideas, answering

questions, and overcoming difficulties about their research. No S/U option. Prerequisite: MAT

502 Capstone Preparation.

502. Capstone Preparation (1/4)

Guidance through the process of choosing a topic for the Senior Capstone Project in

Mathematics and Statistics, and writing a proposal for the project that is acceptable to the

faculty in the department. Common readings in current literature in mathematics and statistics

also will be assigned. This adjunct course must be taken over Terms 1-4. Students will meet with

the instructor for approximately 2.5 hours per block. Students will have brief meetings with

course instructors and will also work individually on proposals. The total time commitment will

not exceed 6 hours per block.

511. Extended Research in Mathematics (1/4)

Developing and proving statements in an interesting area of mathematics which are original to

the student. Must be taken over four consecutive terms. Prerequisites: CSC 151, MAT 122, a GPA

in the department of 3.0 or higher, and permission of instructor. No more than one course

credit of MAT 511 can be earned.

701. Mathematics and Statistics Culture Points

Completion of 30 mathematics and statistics culture points. Points will be accumulated

throughout a student’s career at Cornell College. MAT 701 will appear on the transcript

following the semester when the total number of completed points is at least 30. Zero course

credit is awarded. For a list of how points can be earned, please see

http://www.cornellcollege.edu/mathematics/culturepoints. Html

702. Applied Mathematics Minor Essay

Completion of a short reflective essay detailing how the applied math minor has completmented

other courses at Cornell approved by faculty in Department of Mathematics and Statistics.

Prerequisites: Completion of at least 4 course credits towards the Applied Mathematics minor.

Statistics (STA)

There is no departmental major or minor in Statistics. Students interested in entering graduate

programs or careers in statistics should prepare by completing the Mathematics major that

includes the sequence STA 347-348. It is also recommended that students also take STA 201-

202.

201. Statistical Methods I

Elementary study of describing data. Data collection, descriptive statistics, estimation, and

hypothesis testing as applied to one- and two-variable problems. Prerequisites: Two years of

high school algebra, and a writing designated course (W) (Mathematics)

Cornell College 2016-17 Academic Catalogue 157

202. Statistical Methods II

A continuation of STA 201, Statistical Methods I. This course will explore in more depth several

methods of analyzing data. Topics covered include linear regression (simple and multivariate),

ANOVA (one- and two-way), and logistic regression (simple and multivariate). Prerequisite:

STA 201.

255-260. Topics in Statistics

See Topics Courses.

347-348. Mathematical Statistics I and II

Typically the first term covers probability, random variables, sampling distributions and

collecting data. The second term covers theory of estimation and hypothesis testing, linear and

multiple regression, analysis of variance, and techniques for categorical data. The second term

also includes a substantial data analysis project including written and verbal presentations.

Prerequisites: MAT 122 and 221. Alternate years.

390. Individual Project

Medieval and Early Modern Studies (MEM)

Advisor: Michelle Herder

The Medieval and Early Modern Studies Program and the courses that make up its offerings are

designed to help students gain an awareness of the interconnectedness of historical, cultural,

and artistic developments in Europe from the eighth through the seventeenth centuries. Courses

offered range from the study of revolutions in religious belief to the impact of the printing press

on literature and culture, from artistic representations of she-devils to the writings of political

and moral philosophers, from Charlemagne to Falstaff. Students may develop an individualized

major in Medieval and Early Modern Studies by following the recommendations given below

and filing with the Registrar a Contract for an Individualized Major. See Declaration of Degree

Candidacy, Majors, and Minors.

A total of nine credits, distributed in the following manner:

1. A minimum of eight course credits from at least four departments, distributed between the

following two categories. Of these eight, no more than four courses may be in a single

department.

a. History, Philosophy, and Religion -

At least three courses selected from among the following: HIS 101 (Europe: 800-1300),

102 (Europe: 1300-1700), 304 (Europe: the Sixteenth and Seventeenth Centuries), 317

(The Crusades), 319 (Women in Medieval Europe), 320 (Persecution, Tolerance and

Minorities in Medieval Europe); PHI 304 (Modern Philosophy: Seventeenth Century);

REL 354 (The Protestant Revolution); or, with the approval of the student's Medieval

and Early Modern Studies advisor, other appropriate courses from History, Philosophy,

and Religion.

b. Literature and the Arts -

At least three courses selected from among the following: ART 256 (Italian Renaissance

Art: Art, Architecture, and Humanism), 257 (Medusa's Gaze: Art in the Age of Galileo),

361 (Saints and She-Devils); ENG 321 (Studies in Medieval English Literature), 322

(Medieval and Renaissance Drama: Shakespeare's Rivals), 323 (Shakespeare I: Comedies

and Romances), 324 (Shakespeare II: Histories and Tragedies), 325 (Studies in

Cornell College 2016-17 Academic Catalogue 158

Renaissance Non-Dramatic Literature), 326 (Milton); FRE 321 (Passionate Extremes in

Early Modern France); MUS 321 (History of Western Music I: Medieval and

Renaissance), 322 (History of Western Music II: Baroque and Classical); SPA 321

(Golden Age: Romancero and the Comedia), 322 (Golden Age: Don Quijote); or, with the

approval of the student's Medieval and Early Modern Studies advisor, other appropriate

courses from literature and the arts;

2. MEM 485 (capstone experience); and

3. Competence in French, German, Greek, Italian, Latin, or Spanish at the 205 level, satisfied

by one of the following: (1) 205 or the equivalent; (2) placement into a 300-level course

through an examination; or (3) passing a proficiency examination at the 205 level.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

485. Senior Project

Independent, interdisciplinary project, required of all majors during their senior year.

Prerequisite: permission of the student's Medieval and Early Modern Studies advisor.

951. Semester in the Arts of London and Florence: see ACM Programs.

952. Semester in Florence: see ACM Programs.

962. Newberry Library Program in the Humanities, when the topic studied is relevant to

Medieval and Early Modern Studies, with the approval of the Medieval and Early Modern

Studies advisor.

Music (MUS)

Lisa Hearne (chair), Martin Hearne, James Martin, Jama Stilwell, Aaron Perrine

Cornell College offers a major in Music within the framework of the Bachelor of Arts and

Bachelor of Special Studies degrees. The Department of Music oversees the Bachelor of Music

degree, with majors either in Performance or in Music Education (see Bachelor of Music Degree,

alongside the Bachelor of Arts Degree under Degree Programs).

The Bachelor of Arts allows the student with a strong interest in music the opportunity to

explore various musical pursuits within the general liberal arts program of the College.

Instruction in a performing medium and participation in solo performance and ensemble

courses are required components of the B.A. Music major.

Major:

1. A minimum of 11 course credits in Music, which include:

a. MUS 110, 210, 310, 343, 321, 322, and 323;

b. A minimum of one and one-half course credits in Solo Performance courses (selected

from 731-793), of which one course credit must be in one medium; and

c. A minimum of one and one-half course credits in large Music Ensembles (selected from

MUS 712, 713, 715, 716, and 717), of which one course credit must be earned in one

ensemble;

Cornell College 2016-17 Academic Catalogue 159

d. an elective of any MUS course numbered 200 and above, not to include MUS 212 or any

700 numbered course other than 702 (Composition).

2. Passing the Piano Proficiency Requirement (see below);

3. Passing the Aural Skills Proficiency Requirement (see below);

4. Completion of a senior capstone experience;

5. All Music majors must enroll in a Solo Performance course (music lesson) and in a music

ensemble during their final three semesters, unless excused by the Music Department; and

6. Receive a passing grade (P) in MUS 701 for a minimum of five semesters (see "Music

Performance Seminar").

All senior Music majors must complete a senior capstone experience. There are two categories

from which to choose: recital (MUS 798 or 799); or paper/project (MUS 485). Students may

choose both of these options if they wish. Students who plan to complete MUS 485 as their

capstone must submit a description of the proposed project for departmental approval by

October 1 of their senior year. Student teaching fulfills this requirement for music education

majors.

Minor: A minimum of six course credits in Music which include MUS 110, 210, 310, and at least

three additional courses in Music at the 200 level or above, selected in consultation with and

approved by the Department, not to include MUS 212, 301, or any 700 numbered course.

Music Lessons at Cornell: Students register for Solo Performance courses (music lessons) at

the beginning of Term One and Term Five. These courses are taught over four consecutive

terms. Registration entails additional costs (see Music Lessons, Fees*). Students may withdraw

from these courses only during the first of the four terms. If a student withdraws from a Solo

Performance course during the drop period, he or she will be charged only for the lessons

scheduled between the beginning of the course and the date when the course is officially

dropped and no entry concerning the course will appear on the student's transcript. After the

drop period has passed, if a student ceases to attend, a grade of F will appear on the student's

transcript and the student will be billed for the full semester charge. All music scholarship

students must be enrolled in music lessons to retain their scholarships. For students graduating

before 2017: after a student has earned more than one course credit in the continuing study of

the same instrument, he or she may count the additional credits toward the fulfillment of the

general B.A. requirement for a minimum of eight courses numbered in the 300s or 400s.

Music Lessons, Fees (Solo Performance Courses)*

Music Majors: $200 for one half-hour lesson per week for four terms (one-quarter course

credit); $300 for one hour-long lesson per week for four terms (one-half course credit). These

fees are the same for lessons on secondary instruments. Piano lessons leading toward the

passing of the piano proficiency exam are $100 for one half-hour lesson per week for four terms

(one-quarter course credit).

Non-Music Majors: $350 for one half-hour lesson per week for four terms (one-quarter course

credit). The fee is the same for lessons on secondary instruments.

Recipients of Music Scholarships and Awards will not be charged for lessons on their principal

(scholarship audition) instrument.

Piano Proficiency Requirement: All Music majors, regardless of degree or program, must

pass the Piano Proficiency Requirement by the end of the sophomore year. If this requirement is

Cornell College 2016-17 Academic Catalogue 160

not passed by this time, the student must take applied piano (MUS 761 or 762) until the

requirement has been passed. The requirement consists of six components: performance of

three prepared works; scales; arpeggios; sight reading; and melody harmonization. Also, as part

of the requirement, Music Education majors must demonstrate their ability to perform an

accompaniment with a singer or instrumentalist. A student may pass the requirement in

segments.

Aural Skills Proficiency Requirement:

All BA and BM Music majors must pass the Aural Skills Proficiency Requirement in order to

complete the Music Major. These students must pass each of a series of graduated exams (3

levels required for the BA; 4 levels required for the BM) that test in the following Aural Skills

areas: intervals, chords, scales, melodic dictation, harmonic dictation, and sight singing. These

topics will be taught both within the four required Music Theory courses, as well as in a longer-

term self-paced, computer-program-assisted, proficiency-based mode.

Ensemble Participation: Participation in large music ensembles (MUS 712, 713, 715, 716, and

717) is required of all Music majors and music scholarship students, regardless of degree or

program. Requirements vary, depending on the degree program. The student must perform

within an ensemble on his/her primary instrument unless otherwise approved by the

Department of Music. Pianists must complete one full-credit from the large ensembles (712, 713,

714, 715, 716) before they may count MUS 719 or MUS 711 as their primary ensemble credit.

Only pianists may use 719 or 711 to fulfill an ensemble requirement. Regulations governing

adding and dropping ensembles are the same as for Music Lessons, with the exception of MUS

718.

Music Performance Seminar: The Music Performance Seminar (MUS 701) is a semester-

long program that consists of attendance at music events. The purpose of this Seminar is to help

nurture an understanding of diverse musical styles and musical ensembles and to provide

opportunities for student performances. Attendance at concerts, recitals, and Friday afternoon

Music Performance Seminar Student Recitals is required of all Music majors and minors, as well

as all other students who are enrolled in music lessons. (Students who have accepted a Music

Scholarship must satisfy, at minimum, the recital attendance requirement for a Music minor.)

The number of required events changes from semester to semester. Students should contact the

Department of Music each semester for details. Music majors must receive a passing grade in

Music Performance Seminar (MUS 701) in a minimum of five semesters in order to complete the

major. Failure to meet the attendance requirement will result in the student's receiving an F for

Music Performance Seminar. No course credit is given for this Seminar. It is offered on a

Pass/Fail basis.

101. Fundamentals of Music

Basic music reading skills for all interested students, while learning to listen to and recognize

the structural and aesthetic elements of music. Preparation for MUS 110. (Fine Arts)

109. First Year Seminar in Music (FYS)

The topic of "Opera and Film" has become one of the “hot” areas of scholarship in the

past fifteen or so years. Both opera and film use a conglomeration of other constituent arts to

create what Richard Wagner called a Gesamtkunstwerk or total artwork. (In fact, many of the

first efforts in film were derived from opera and more specifically, Wagner.) My intention with

Cornell College 2016-17 Academic Catalogue 161

this course is to explore the intersections between opera and film, using theories and practices of

both genres, as well as numerous specific examples of the interplay between them. (FYS)

110. Music Theory I

Fundamentals of music: harmony, melody, rhythm, scales, and forms; with a concentration on

the common-practice period, 1600-1900 (with some twentieth century music). Application of

these topics to analysis, writing, listening, sight-singing, and an introduction to music literature.

Prerequisite: MUS 101, passing music placement test, or permission of instructor. (Fine Arts)

115. Beginning Electronic Music Composition

An introduction to composing electronic music using Reason software. Course will cover basic

synthesis types, sound processing, and MIDI, as well as compositional concepts and techniques

associated with traditional electronic music studio. Offered every three years. (Fine Arts)

207. Vocal Diction

Italian, French, German, and English diction as related to the art song and to choral music.

Required of all students whose major performance medium is voice; also required of General

Music Education majors. Alternate years.

210. Music Theory II

Continuation of MUS 110. Topics include the harmonic progression, triads in inversion, non-

chord tones, and an introduction to phrases, periods, and their role in creating musical form.

Prerequisite: MUS 110. No S/U option. (Fine Arts)

212. Music Listening and Understanding

Learning to understand Western art music through historical study and perceptive listening.

Does not count toward the Music major or minor. (Humanities)

215. Jazz Improvisation

Improvisation in American jazz, including daily performing experiences in these styles.

Prerequisite: MUS 310. (Fine Arts)

217. Opera

An introduction to opera as a genre and a study of selected masterpieces. The course will involve

both traditional investigations and newer scholarly approaches from areas such as "queer

studies" and feminist scholarship. Themes of the course will be those of the operas studied:

politics, gender, class, love, death, sexuality, the individual within society, religion, and, of

course, the union of music and drama. Ability to read music not required. Offered subject to

availability of faculty. May be repeated for credit with permission of instructor. (Humanities)

218. Rock Music: Historical and Cultural Perspectives

Rock music from its origins in African-American blues to the present. Examination of the

music's interaction with ethnicity, racism, capitalism, sexism, and politics. Open to all students.

Offered subject to availability of faculty. (Humanities)

219. Revolutionary Music of the Twentieth Century

Avant-garde music of the twentieth century and the ways it has challenged previously-held

musical and aesthetic values. Ives, Satie, Futurism, Dadaism, Duchamp, Varèse, Cage, and

beyond. Experimental works and ideas in arts other than music. Open to all students. Offered

subject to availability of faculty. (Humanities)

Cornell College 2016-17 Academic Catalogue 162

220. Jazz History

Jazz in America from its roots in Africa and Western Europe to present-day styles and practices.

Open to all students. Offered every third year. Prerequisite: writing-designated course (W).

(Humanities)

263. Women and Music

The roles of women in the history of Western music with special emphasis on the music of

women composers. Exploration of issues surrounding gender and musical style. In addition to

the Music major and minor, this course also counts toward the GSS major. Prerequisite: writing-

designated course (W). Ability to read music not required. (Humanities)

270-275. Topics in Music

Study of a selected topic. May be repeated for credit if content is different. See Topics Courses.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

302. Song Literature

Investigation of the solo repertoire for the voice. Required of all majors in voice performance.

Open to others with permission of instructor. Offered upon request. No S/U option.

303. Service Playing and Arranging

Selecting music for the church service, the playing of the service, and the study of chanting.

Required of all students majoring in performance in organ. Prerequisite: permission of

instructor. Offered upon request. No S/U option.

304. Literature of the Major Instrument

Study of the repertoire available for the primary instrument. Required of all majors in

instrumental performance. Prerequisite: permission of instructor. No S/U option.

305. Orchestration (1/2)

Scoring for wind ensemble, orchestra, and chamber groups. Characteristics of modern

instruments. Prerequisite: MUS 310. Offered upon request. No S/U option.

306. Conducting I

Basic conducting skills for both vocal and instrumental ensembles. Baton technique, musical

styles and interpretations, rehearsal techniques, and score reading. Prerequisite: MUS 310. No

S/U option.

307. Piano Pedagogy (1/2)

Examination and discussion of current ideas and methods of teaching piano, including lectures,

observation of individual and class piano lessons, and supervised practice teaching. Required of

all piano performance majors. Open to other pianists with the permission of instructor.

Prerequisite: sophomore standing. Offered upon request, subject to availability of faculty. No

S/U option.

308. Vocal Pedagogy (1/2)

Historical and pedagogical development of the art of singing and a study of the physiology of the

Cornell College 2016-17 Academic Catalogue 163

singing process. Emphasis on teaching techniques and care of the voice. Required of all students

majoring in voice. Open to other vocalists with the permission of instructor. Prerequisite:

sophomore standing. Alternate years. No S/U option.

310. Music Theory III

Continuation of MUS 210. Topics include seventh chords, chord inversion, secondary functions,

and an introduction to modulation. Prerequisite: MUS 210. No S/U option.

315. Jazz Arranging

Scoring for the jazz ensemble. Study of contemporary practices for writing and arranging in the

jazz idiom. Projects include arrangements for the conventional big band as well as for small jazz

ensembles. Prerequisite: MUS 343. Offered upon request, subject to availability of faculty. No

S/U option.

321. History of Western Music I

Chronological development of Western music from Antiquity through the late Renaissance.

Emphasis on historical, cultural, aesthetic, and structural examination of musical works; and

the development of genres, forms, and performance practices. Prerequisites: writing-designated

course (W) and the ability to read music. No S/U option. (Humanities)

322. History of Western Music II

Chronological development of Western music from the Baroque (seventeenth century) through

Beethoven. Emphasis on historical, cultural, aesthetic, and structural examination of musical

works; and the development of genres, forms, and performance practices. Prerequisites: MUS

310 and writing designated course (W). No S/U option. (Humanities)

323. History of Western Music III

Chronological development of Western music from the Romantics to the present. Emphasis on

historical, cultural, aesthetic, and structural examination of musical works; and the

development of genres, forms and performance practices. Prerequisites: MUS 310 and writing-

designated coure (W). No S/U option. (Humanities)

331. Music Education Seminar (1/2)

Introduction to the music teaching profession, with an emphasis on student evaluation,

planning, classroom management, teaching strategies, and audiovisual and computer

applications. Twenty-five hours of observation/practicum in music in the schools. Prerequisite:

MUS 310. No S/U option.

343. Music Theory IV

Continuation of MUS 310, with emphasis on aural skills, structural analysis, and formal designs

of music from the common-practice period. Prerequisite: MUS 310. No S/U option.

348. Counterpoint

Fundamental contrapuntal principles that occur in polyphonic music. Prerequisite: MUS 343.

Offered upon request. No S/U option.

349. Form and Analysis

Overview of the standard forms and genres found in the common-practice and twentieth

century periods. Study of techniques for uncovering the structure of a specific work.

Prerequisite: MUS 343. Offered upon request. No S/U option.

Cornell College 2016-17 Academic Catalogue 164

350. Mozart and Beethoven

Historical and analytical study of selected works. Relationships, structures, and meanings

within the works selected. Prerequisites: writing-designated course (W) and the ability to read

music (treble and bass clefs). Offered subject to availability of faculty. No S/U option.

(Humanities)

352. The Ring Cycle of Wagner

Wagner's four-opera epic cycle Der Ring des Nibelungen. Viewing of performances of The Ring,

the work's mythologies, operatic ideals, historic and cultural position, development of leitmotif,

interpretations, and philosophical influences and content. Prerequisite: writing-designated

course (W). Offered subject to availability of faculty. No S/U option. (Humanities)

353. Wagner and Wagnerism (at the Newberry Library, Chicago)

An examination of Richard Wagner's Musikdramen, essays, theories, sources, and influences,

including the phenomenon of Wagnerism. The course will include a study of one of his major

works, and students will carry out research at the Library. Prerequisite: writing-designated

course (W). Alternate years. No S/U option. (Humanities)

361-363. Topics in Music History and Theory

Topics vary from year to year according to the interests of the instructor or students. See Topics

Courses. Prerequisites: two courses in music theory and one course in music history. No S/U

option.

370. Special Topic: Tradition and Innovation

An interdisciplinary course that explores the relationship between tradition and innovation.

The course approaches this question through the study of myth, drama, music/opera, literature,

criticism, and essays, from antiquity through the 20th century. Major topics/texts are 1)

Interpretations of the Electra myth: The Libation Bearers of Aeschylus, the Electra of Sophocles,

and Richard Strauss’ Elektra. 2) The role of traditions and historical antecedents in Wagner’s

“artwork of the future,” Die Meistersinger von Nürnberg, and his major essay The Artwork of

the Future. 3) James Joyce’s Portrait of the Artist as a Young Man, wherein our protagonist

fights the suffocation he feels from Catholicism, Irish traditions, and language while trying to

become an artist. Each of these topics has strong connections with at least one other topic in the

course.

406. Conducting II: Band (1/2)

407. Conducting II: Choral (1/2)

408. Conducting II: Orchestral (1/2)

Continuation of MUS 306. Advanced score analysis, advanced rehearsal and performance

techniques. Course requirements include attendance at all rehearsals and performances of the

ensemble involved and private instruction in analysis and conducting techniques. Taught by the

regular conductors of the College ensembles. Prerequisite: MUS 306. Offered upon request,

subject to availability of faculty. No S/U option.

431. Methods and Materials for Music Education

Preparation for teaching music in the elementary and secondary schools. Educational

philosophies, conducting and arranging skills, the teaching of vocal and instrumental music, and

teaching strategies for various ages. Twenty-five hours of observation-practicum in music in the

schools. Prerequisites: MUS 331 and fulfillment of the Piano Proficiency Requirement. No S/U

option.

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432. Marching Band Techniques

Charting, arranging for, organizing, and directing a marching band, with particular emphasis on

high school marching bands. Prerequisite: MUS 343. Offered upon request, subject to

availability of faculty. No S/U option.

485. Independent Study in Music

A project in an area of performance practices or some phase of music history, theory, or

education. No S/U option.

701. Music Performance Seminar (Zero Course Credit)

A semester-long program requiring attendance at a number of musical events. The number of

required events changes from semester to semester. Students should contact the

Department of Music each semester for details.

702. Composition (1/2-1)

Original composition for various media, beginning with smaller forms. May be repeated for

credit. Prerequisite: permission of instructor. No S/U option. (Fine Arts)

703-708. Instrumental Techniques (1/4)

Development of basic performing techniques. Study and evaluation of procedures and materials

for elementary and intermediate instrumental teaching. No S/U option.

703. Brass

706. Woodwinds

704. Percussion

707. Singers

705. Strings

708. Guitar

709 (1/4); 710 (1/2). Advanced Jazz Improvisation

A continuation of MUS 215 Jazz Improvisation. Study and discussion of the various approaches

to jazz improvisation. Focus will be on chord/scale relationships, advanced harmonic

substitutions, stylistic considerations, solo analysis, and relationships between harmony,

melody, and structure. Students will also begin learning important pieces in the basic jazz

repertoire. May be repeated for credit. No S/U option.

Ensemble and Solo Performance Courses: Music courses numbered 711 through 793 are

open to all qualified students upon audition, may be repeated for credit, and may be counted

toward the fulfillment of the Fine Arts General Education Requirement. Any combination of

these courses that totals a full course credit will satisfy this requirement. These courses normally

encompass four terms and are taken along with principal and concurrent courses. MUS 718/728

(Cornell Lyric Theatre) is an exception.

The regulations governing the adding and dropping of Solo Performance (music lessons) and

Ensemble courses are given under "Music Lessons at Cornell" and "Ensemble Participation."

These regulations apply to all students taking these courses whether or not they are Music

majors. To enroll, students register directly and in advance with the Department secretary in

Term One or Term Six.

Only juniors and seniors who are candidates for the B.Mus. degree with a major in Performance

are permitted to register for a full course credit in a Solo Performance course. Students

considering the B.Mus. degree with a major in Performance should register each semester of

their first and sophomore years for a half-credit lesson in their primary performance medium

Cornell College 2016-17 Academic Catalogue 166

and for a full course credit each semester during their last two years. Other music students take

lessons for a quarter-course credit each semester or, with the permission of the Department, for

a half-course credit.

All students enrolled in a Solo Performance course will be enrolled automatically in the

concurrent MUS 701 Music Seminar course.

Ensemble Courses No S/U option.

711. (1/4) Chamber Ensembles

712. (1/4) Choir

713. (1/4) Jazz Ensemble

714. (1/4) College Chorale

715. (1/4) Orchestra

716. (1/4) Concert Band

717. (1/4) Chamber Singers

719. (1/4) Accompanying

720. (1/4) Steel Drum Ensemble

718/728. Cornell Lyric Theatre (1/4)

Participation in an opera, operetta, or musical theater production. Open to all students by

audition or with permission of instructor. May be repeated for credit. No S/U option. (Fine

Arts)

Solo Performance Courses No S/U option.

At the end of each solo performance course, every student must pass an examination before a

jury of the faculty of the Department. The fees for music lessons are given in the section on

Financial Information.

731. (1/4), 732. (1/2), 733. (1) Brass Instruments

741. (1/4), 742. (1/2), 743. (1) Organ

751. (1/4), 752. (1/2), 753. (1) Percussion Instruments

761. (1/4), 762. (1/2), 763. (1) Piano

771. (1/4), 772. (1/2), 773. (1) String Instruments

774. (1/4), 775. (1/2), 776. (1) Guitar

777. (1/4), 778. (1/2), 779. (1) Harp

781. (1/4), 782. (1/2), 783. (1) Voice

791. (1/4), 792. (1/2), 793. (1) Woodwind Instruments

798. Half Recital (1/2)

25 minutes of music. Required of Music Performance majors. Available to any student with

approval of the Department. No S/U option. A pre-recital hearing is required.

799. Full Recital

50 minutes of music; usually performed in the senior year. Required of Music Performance

majors. Available to any student with approval of the Department. No S/U option. A pre-recital

hearing is required.

964. Chicago Semester in the Arts: see Chicago Semester in the Arts Program (ACM).

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Philosophy (PHI)

Paul Gray, Genevieve Migely (chair), Jim White

Essential to a liberal education is the ability to think, to detect bad arguments and evidence, to

see more than one side of a matter and to decide which is best, to construct a coherent case, and

to make words perform their tasks with clarity and precision. These principles, along with a

concern for representing the principal areas of philosophical inquiry, and an emphasis on the

careful, creative, and critical reading of important philosophical texts, guide the Department in

planning its curriculum.

Major: A minimum of nine course credits, which include PHI 111 and 202; either 203 or 204;

two courses selected from 302, 304, 305, 306, and 308; PHI 485; and three additional courses

in Philosophy, at least two of which must be at the 300 level.

Minor: A minimum of six course credits in Philosophy which include PHI 111 and 202; either

203 or 204; either 302 or 304 or 305 or 306; and two additional 300-level courses in

Philosophy.

105. Topics in Philosophy

109. Ethics and Climate Change (FYS)

The threat of climate change raises urgent questions about what we ought to do—i.e., questions

about morality. We will spend some time considering climate science and questions raised by

controversy about that science. What should we believe about the claim that human activity is

threatening the climatic stability of our planet given apparent disagreement about the truth of

that hypothesis. We will also spend time considering the moral challenges the risk of climate

change generates: what is the nature of our obligations to prevent harm to people distant in

space and in time; what responsibilities do nations of the industrialized world have to respond

to threats generated by climate change; what does it make sense for such nations to do given the

uncertainty of some outcomes of climate change; what should we, as individual citizens of such

nations, be doing? We will read material of all sorts about these questions—we’ll look at

scientific reports, economic analyses, and philosophical/ethical arguments, for example—and

talk and write about what we make of the issues. Seminar for first year students only. (First Year

Seminar)

111. Introduction to Philosophy

Problems of philosophy as they are discussed in the writings of major philosophers, including

such topics as the nature of reality, problems with knowledge, morality, and the rationality of

religious belief. Designed for first year students and sophomores. (Humanities)

202. Ethics

The nature of moral experience, moral judgments, and moral principles, and the relation of each

to the other. Course may consider applications to contemporary moral problems. Readings from

some major ancient, modern, and contemporary moral philosophers. (Humanities)

203. Logic and Critical Thinking

Principles and techniques useful for evaluating arguments and avoiding fallacious reasoning in

ordinary life.

Cornell College 2016-17 Academic Catalogue 168

204. Symbolic Logic

An introduction to formal argument analysis, including first order predicate logic and

mathematical logic. Offered upon request and subject to availability of faculty.

224. Environmental Ethics

Moral dilemmas associated with human populations, industrial productivity, a deteriorating

environment, and generally, our treatment of the natural world. Alternate years. (Humanities)

225. Utopia

Philosophical study of selected works in Utopian literature such as: Plato's Republic, More's

Utopia, Perkins-Gilman's Herland, Hilton's Lost Horizon, Rand's Anthem, Clarke's Childhood's

End, and Lowry's The Giver. (Humanities)

261-266. Topics in Philosophy

See Topics Courses. (Humanities)

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

301. Asian Philosophy

Study of Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism through

their classic texts. Examination of the nature of reality and the self, and how humans ought to

live while analyzing such issues in a broader philosophical context. Prerequisite: sophomore

standing. Alternate years. (Humanities)

302. Ancient Philosophy

Advanced study of the beginning of Western thought on topics such as the foundation of

philosophical and scientific inquiry, the basis of reality, the nature of the human being and how

humans ought to live socially, politically and ethically. In-depth analysis of the Presocratics,

Plato, Aristotle and the Stoics. Prerequisite: sophomore standing. Alternate years. (Humanities)

304. Modern Philosophy: Seventeenth Century

Critical and historical examination of the modern period of philosophy starting with the

background to the Scientific Revolution and ending with advanced theories on the nature of

reality achieved by a careful analysis of such philosophers as Galileo, Newton, Bacon, Descartes,

Spinoza, Leibniz, Locke and Berkeley. Prerequisite: sophomore standing. Alternate years.

(Humanities)

305. Modern Philosophy: Eighteenth Century

European philosophy from 1700 to 1800. Study of the philosophers of the middle of the modern

era such as Hume, Voltaire, Rousseau, and Kant. Prerequisite: sophomore standing. Alternate

years. (Humanities)

306. Modern Philosophy: Nineteenth Century

European philosophy from 1800 to 1900. Study of the philosophers of the late modern era such

as Hegel, Schopenhauer, Kierkegaard, Mill, Marx, and Nietzsche. Prerequisite: sophomore

standing. Alternate years. (Humanities)

Cornell College 2016-17 Academic Catalogue 169

307. Marx and Marxism

Primary emphasis on reading a comprehensive and balanced selection of the writings of Karl

Marx. Reading will include some leading Marxists such as Lenin, Mao Zedong, and Marcuse.

Prerequisite: sophomore standing. Alternate years. (Humanities)

308. Twentieth Century Philosophy

Study of philosophers such as Wittgenstein, Russell, Dewey, Heidegger, Foucault, and Rorty.

Analytic philosophy, pragmatism, and continental philosophy, including postmodernism, will be

examined. Prerequisite: sophomore standing. Offered every second or third year. (Humanities)

309. Existentialism

Reflections on death, the meaning of life, absurdity, alienation, despair, freedom, and the self.

Study of selected works of Simone De Beauvoir, Albert Camus, and Jean Paul Sartre.

Prerequisite: sophomore standing. Alternate years. (Humanities)

352. Philosophy of Feminism

Exploration of philosophical theories on the nature of women, feminist critiques of Western

philosophy, and current issues in feminist ethics, multicultural feminism, and feminist

epistemology with application to social debates such as sex-based work, body image, and

discrimination. This course also counts towards the GSS major. Prerequisite: sophomore

standing. Alternate years. (Humanities)

353. Philosophy of Law

Inquiry into the nature of law, and its relation to morality and society through both classical and

contemporary legal theories. Specific issues covered include liberty, justice, responsibility, and

punishment employing actual legal cases. Prerequisite: sophomore standing. Alternate years.

(Humanities)

354. Political Philosophy

Intensive study of the work of a major political philosopher, such as A Theory of Justice by John

Rawls or Plato's The Laws. Prerequisite: sophomore standing. Offered every third year.

(Humanities)

355. Philosophy of Religion

Philosophical examination of the major concepts and claims of the Western religious tradition.

Topics to be discussed include the nature and existence of God, the problem of evil, the nature of

religious language, the relation between faith and reason, and the possibility of religious

knowledge. Prerequisite: sophomore standing. Alternate years. (Humanities)

356. Philosophy of Science

Examination of science as a source of information about the world. Topics include the structure

of scientific confirmation and explanation, the nature of scientific knowledge and progress, the

difference between science and pseudo-science, and the moral evaluation of science.

Prerequisite: sophomore standing. Alternate years. (Humanities)

357. Philosophy in Literature

Philosophical study of selected works of world literature by authors such as Mishima, De

Beauvoir, Calvino, Clark, and Rand. Prerequisite: sophomore standing. Alternate years.

(Humanities)

Cornell College 2016-17 Academic Catalogue 170

358. Philosophy of Mind

Theories about the mind and mental phenomena: the relationship between minds and brains;

consciousness; free will; artificial intelligence; and the philosophy of psychology. Prerequisite:

sophomore standing. Alternate years. (Humanities)

360. Evolution and Philosophy

An examination of the theory of evolution--what it says, what support it has, what it can (and

cannot) explain–in order to see what (if any) implications it has for religion, morality,

philosophy, and the understanding we have of ourselves and our world. Prerequisite:

sophomore standing. Alternate years. (Humanities)

361-366. Advanced Topics in Philosophy

See Topics Courses. (Humanities)

485. Senior Seminar in Philosophy

Senior Seminar in Philosophy: Advanced focus on an issue or movement or problem in

philosophy, or on a particular philosopher. Prerequisites: at least three 300-level course in

Philosophy, a major in Philosophy, and senior standing or permission of the department.

Physics and Engineering Sciences

Kara Beauchamp (chair), Lyle Lichty, Brian Johns, Derin Sherman

Engineering Sciences

Major: A minimum of 16 course credits, which include MAT 120 or 121; MAT 122; MAT 221;

MAT 236; PHY 161; PHY 162; CHE 121 or 161; CSC 140; EGR 131; EGR 231; EGR 271; EGR 311;

three additional 300-level EGR courses; EGR 385 (Capstone).

EGR 131: Introduction to Engineering Design

The goal of engineering is to solve problems faced by society. In this course, students will learn

how the engineering process works: defining the problem; conducting background research;

constructing design criteria; evaluating and testing designs, and developing and testing

prototypes. Students will also discuss and critically analyze papers discussing ethical issues that

arise both during the design process as well as the interaction between technology and society.

This course also emphasizes the importance of effective communication for engineers: students

will be required to present their own reports (both oral and written) as well as critiquing other

papers.

EGR 231: Engineering Mechanics

This course introduces students to the essential principles and techniques of analysis of

continuous media including both solids and fluids. Topics include conservation laws, static and

dynamic behavior of rigid bodies, fluids and fluid statics, internal forces, moments of inertia,

stress and strain, as well as an introduction to vibration. Prerequisite: PHY 161

EGR 270. Electronic Instrumentation

Principles of electronics, signal processing, and computer interfacing needed to understand,

configure, and troubleshoot modern electronic and computer-based research equipment.

Transducers, operational amplifiers, test equipment, integrated circuits, data transmission,

computerized data acquisition, and analog to digital conversion. Same course as CSC 270.

Prerequisite: PHY 142 or 162, or permission of instructor.

Cornell College 2016-17 Academic Catalogue 171

EGR 271: Engineering Thermodynamics

Thermodynamics is the study of energy and its conversion to other forms, notably work and

heat. Topics include internal energy, enthalpy, entropy and temperature; the first and second

laws of thermodynamics; combustion, cyclic processes, engines, efficiency and refrigeration;

heat transfer. Practical applications of thermodynamics are also discussed, including power

generation, pollution and waste control, materials science and chemical engineering.

Prerequisite: PHY 161, CHE 121 or 161.

EGR 311: Engineering Circuits

Electronic circuits are found in computers, TVs, cell phones, and many other modern electrical

appliances. This course teaches both the principles of electrical circuits as well as the

mathematical techniques used to model and analyze circuit behavior. Topics include Kirchhoff's

laws, Thévenin and Norton equivalents, small-signal models, time-domain and frequency-

domain analyses, Laplace transforms, logic circuits, and operational amplifiers. Prerequisite:

PHY 162

EGR 331: Engineering Materials

It's essential for engineers to understand the properties of materials used in designs: how

materials behave under different environmental conditions, and how they fail. Students will

study the mechanical, electrical, optical, chemical, and physical properties of materials including

metals, glass and ceramics, polymers and composites. Changes in materials as a function of

temperature are covered as well as stress and strain. Prerequisite: EGR 231

EGR 332: Mechanics of Deformable Bodies

An introduction to the effects of forces on solid bodies. Structures will be analyzed under axial,

shear, torsional, and bending loads. Students learn to assess structures in terms of stress,

strain, and deflection under the various types of loading. The course emphasizes individual and

group problem-solving. Students apply course concepts to build and evaluate their own

structures during hands-on design projects. Prerequisite: EGR 231 and MAT 122.

EGR 336: Topics in Engineering

See Topics Courses.

EGR 346: Fluid Mechanics

An introduction to the mechanics of liquids and gases. Topics include fluid statics; differential

analysis of fluid motion; dimensional analysis and similarity; thermophysics of fluids;

incompressible fluids and viscosity. Applications of fluids to engineering include aerodynamics,

propulsion systems, open-channel flow, and piping systems. Prerequisite: EGR 231,EGR 271 and

MAT 236

EGR 361: Signals and Systems Analysis

Linear systems and signal analysis are fundamental to engineering. Examples including signal

transmission, signal processing, and the design of feedback and control systems. Topics covered

include discrete and continuous linear time-invariant systems, Fourier analysis, Laplace and Z

transforms, modulation, sampling, feedback and control. Prerequisite: EGR 311

EGR 385: Engineering Design Project

Students work on a design project in a small group to formulate an engineering solution to a

real-world problem. Specific projects will be chosen in an area of the student’s interest with

Cornell College 2016-17 Academic Catalogue 172

prior consultation with the instructor. Includes a comprehensive written report and oral

presentation. Prerequisites: EGR 231, EGR 271, EGR 311, and one additional EGR 300-level

course, Senior standing or permission of instructor.

Physics (PHY)

Major: CSC 140 (Foundations of Computer Science), EGR 270 (Electronic Instrumentation),

MAT 120 (Calculus of a Single Variable Part II) or 121 (Calculus of a Single Variable), 122

(Calculus of Several Variables), 221 (Linear Algebra), and 236 (Differential Equations); PHY 161,

162, 263, 312 and three additional course credits in Physics at or above the 300 level, for a

minimum of 14 courses. Students planning for graduate work in Physics or Engineering should

include PHY 305, 321, 322, and 334. Students planning for graduate work are also strongly

encouraged to take MAT 234 (Complex Variables), and CHE 323 and 324 (Physical Chemistry I

and II).

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

science should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Minor: A minimum of five course credits in Physics which include PHY 161, 162, 263, 265, and

at least one course in Physics at or above the 300 level.

Capstone: Physics majors conduct individual experimental projects of their own design in

small groups during the advanced lab course. Following the advanced lab, students will conduct

a literature search on the background of their experiment in more depth and then write an

individualized paper, with emphasis on their particular contribution to the project. The paper

must be submitted to their capstone advisor no later than two blocks after the start of the

advanced lab. The student will revise the paper until it is accepted by the department. If it

appears that the student is making insufficient progress towards the completion of the

individual paper, then the student and Registrar will be notified that the student is in danger of

not completing the major requirements. Once the paper is approved, students are then required

to present their findings in a public presentation. If the presentation is judged unacceptable,

then the student will have the opportunity to give another presentation privately to the

department.

The Physics curriculum facilitates a wide range of interests from professional to cultural;

graduate work in physics, astronomy, geophysics, medicine, meteorology, environmental

engineering, business administration, law, health physics, and computer science. B.S.S.

candidates and students contemplating an individualized major in the physical sciences are

invited to discuss possible curricula with the Department.

Note: PHY 116, 121, 123, and 125 have no formal prerequisites; 141 and 142 ask only reasonable

facility in algebra and trigonometry.

116. Energy & Society (W)

Our modern society depends critically on the conversion of stored energy sources, like coal, oil,

and natural gas, into useful forms of energy such as electricity, transportation, and heat. This

course will explore the societal impacts of this energy use on human health, the environment,

and the economy. We will also explore energy production and consumption patterns around the

world. Students will engage in critical reading, discussion, and several different types of

Cornell College 2016-17 Academic Catalogue 173

academic writing. Because this is a writing course, significant course time will be spent on the

writing process, with a focus on revision. (Writing Requirement (W))

121. Astronomy

Development of the current understanding of the origin, evolution, and structure of the

universe. Physical principles upon which this understanding is based. Intended for non-science

majors. (Science)

123. Acoustics, Music, Audio Systems

Application of elementary physics principles to sound waves and vibrations, including the

physics of musical instruments, room acoustics, hearing, harmonic analysis, and electronic

production of sound. Intended for non-science majors. Alternate years. (Laboratory Science)

125. Science through Film and Fiction

Scientific topics and issues found in selected novels and feature films are used to investigate the

foundations of science and the scientific process. Students will investigate specific scientific

concepts and use them as case studies illustrating the historical development of science and the

role of science and technology in society. Intended for non-science majors. (Science)

141. Introductory Physics I

Non-calculus treatment of elementary physics covering the topics of mechanics, relativity, and

waves. Emphasis on problem-solving. Prerequisite: two years of high school algebra including

trigonometry. (Laboratory Science)

142. Introductory Physics II

Continuation of PHY 141 covering electricity, magnetism, and modern physics. Prerequisite:

PHY 141. (Laboratory Science)

155-157. Introductory Topics in Physics.

See Topics Courses.

161. General Physics I

Introduction to physics intended for physical science majors. Topics include Newton's laws of

motion, concepts of work and energy, rotational motion, and conservation laws. Prerequisite:

MAT 120 or 121. (Science)

162. General Physics II

Continuation of PHY 161. Topics include relativity and electricity and magnetism. Prerequisite:

PHY 161. (Science)

255-259. Topics in Physics

Study of a selected topic in physics, such as cosmology, special relativity, light and color, and

physics of sports. See Topics Courses. (Science)

263. Laboratory Physics

A laboratory experience designed to complement either of the introductory physics sequences.

Techniques of experimental measurement and analysis, with experiments drawn from all areas

of introductory physics. Completed for credit (CR), not letter grade. Prerequisite: PHY 162.

(Laboratory Science)

Cornell College 2016-17 Academic Catalogue 174

265. Modern Physics

Topics include thermodynamics, special relativity, photons, deBroglie waves, Heisenberg's

uncertainty principle, the Schrödinger equation, atomic and nuclear physics, high-energy

particles, and quarks. Prerequisites: MAT 122, PHY 162, and PHY 263.

280/380. Internship: See Additional Academic Programs, All-College Independent Study

Courses 280/380.

290/390. Individual Project: See Additional Academic Programs, All-College Independent

Study Courses 290/390.

305. Waves

Study of physical wave phenomena, especially optical and mechanical waves. Topics include

superposition, reflection, refraction, dispersion, interference, diffraction, polarization

phenomena, and the wave equation. Prerequisites: MAT 122,PHY 162, and 263. Alternate years.

312. Advanced Experimental Physics

An in-depth investigation of a physics experiment chosen by the student in consultation with the

instructor. Includes design, construction, collection of data, analysis, interpretation, and

presentation of the experiment. Prerequisite: EGR 270, either PHY 265 or PHY 303, and one

other 300-level Physics course or permission or instructor.

315. Astrophysics

The astrophysics of stars and stellar systems with an emphasis on the physical principles

underlying the observed phenomena. Topics include the techniques of astronomy, structure and

evolution of stars, binary stars, star clusters, and end states of stars such as white dwarfs,

neutron stars, and black holes. Prerequisite: PHY 265 or PHY 303. Alternate years.

321. Mechanics

Newtonian, Lagrangian, and Hamiltonian mechanics covering the motion of single particles,

rigid bodies, systems of particles, fluid mechanics, and complex analysis. Prerequisites: MAT

221,PHY 162, and PHY 263. Alternate years.

322. Electricity and Magnetism

Electric and magnetic fields and their sources, magnetic and dielectric materials, and Maxwell's

equations. Prerequisites: MAT 122,PHY 162, and PHY 263. Alternate years.

334. Introduction to Quantum Mechanics

Development of the Schrödinger wave equation and its solution for the harmonic oscillator and

Coulomb potentials. Orbital and spin angular momenta, and applications to simple atomic and

molecular systems. Prerequisites: MAT 221, PHY 265, and either PHY 305 or 321. Alternate

years.

355-359. Advanced Topics in Physics

Study of a selected topic in advanced physics, such as general relativity, thermodynamics,

advanced mechanics, chaos, particle physics, or condensed matter. See Topics Courses.

501. Advanced Laboratory (1/4)

Experiments of an advanced character, permitting the student to work relatively independently.

Must be taken over four consecutive terms. Prerequisite: permission of instructor. (CR)

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511. Extended Research in Physics (1/4)

Reading in depth on a topic of current interest and the pursuit of an experimental or theoretical

problem related to the topic. Must be taken over four consecutive terms. Prerequisite:

permission of instructor. (CR)

963. Oak Ridge Science Semester: see Cornell-Approved Domestic Off-Campus Programs.

Politics (POL)

Craig Allin, Hans Hassell, Robert Sutherland, Aparna Thomas (chair), David Yamanishi

Major: A minimum of 11 courses distributed as follows:

1. One course in statistics: STA 201 (Statistical Methods I) or STA 348 (Mathematical Statistics

II);

2. At least 10 courses in Politics, including:

a. At least one course in Political Thought;

b. At least three courses in International Relations and Comparative Government;

c. At least three courses in American Politics and Public Policy;

d. At least six courses at the 300 or 400 level (including no more than two POL 380 courses

and including the capstone);

e. As the capstone for the major, POL 483 or, for qualified students, course credit for an

independent project directed toward pursuit of departmental honors.

3. The Department strongly encourages students to participate in an internship or comparable

off-campus program while at Cornell.

Teaching Certification: Students who are interested in pursuing K-12 certification to teach

social studies should seek admission to the Teacher Education Program. See the Education

department section for application and certification information (pages 109-111).

Note: Majors who intend to pursue graduate study in political science or public policy should

take STA 201 (Statistical Methods I) and POL 382. Majors who have a special interest in

legislative and electoral politics should take POL 262, 280/380, 325, 363, and 364. Politics

courses of particular value to pre-law students include POL 222, 250, 262, 325, 361, 364, 365,

and 366. Law schools will accept majors in any academic discipline.

Minors: Three minors are available corresponding to the three subfields in the Department. No

course may be counted toward more than one minor under the supervision of the Department of

Politics.

Political Thought: A minimum of five course credits in Political Thought or constitutional

law (POL 361, 365, 366), at least three of which must be 300-level Politics Department courses.

As many as two Philosophy Department courses in political philosophy (PHI 307, 353, 354) may

be counted toward the minor in Political Thought.

International Relations and Comparative Government: A minimum of five course

credits in International Relations and Comparative Government, at least three of which must be

at the 300 level. An appropriate internship may be substituted for one of the five courses. Not

available to students with an International Relations major.

American Politics and Public Policy: A minimum of five course credits in American

Politics and Public Policy, at least three of which must be at the 300 level. An appropriate

internship may be substituted for one of the five courses.

Cornell College 2016-17 Academic Catalogue 176

General

111. Introduction to Politics

Although you may not realize it, every one of us is involved in politics on a daily basis. We each

have experienced parents and children haggling over the rules governing curfew or use of the

car, employees and bosses negotiating behaviors at work, and organized crime families

disputing turf wars (ok, maybe not that last one). Yet, in one way or another, politics is a part of

our lives regardless of whether we are interested in Congress, political parties, or international

negotiations. Politics is the process by which individuals and groups reach agreements on a

course of joint action--even if they disagree on the intended goals of that action. This class

discusses the problems that groups need to overcome to reach agreements on a joint course of

action, and looks at the political institutions and other political processes and incentives that

enable groups to overcome those barriers here in the United States and internationally. (Social